Where they live can disadvantage students. Where students live should have something to do with what they are taught. In Alaska, an explant of the USA, this concept of place-based education, i.e. teaching and sharing knowledge that is needed to live well, has a very long tradition. This cross-cultural tradition is central to connecting with diverse students, and engaging disadvantaged students in science topics that relate to their communities and career goals. Disadvantages can be related to many different factors, such as culture, race, family, society and financial barriers. In Alaska, students can experience the disadvantage of living in small rural villages that practice a subsistence life style with an associated holistic world view. The large size of the state with little infrastructure makes the large distances to the few education centers a barrier not often experienced in developed countries. The long and extreme Arctic winters can exasperate the travel and communication barriers. Alaska educators have learned over the last few decades from elders potential approaches to overcoming some of the barriers. Use of traditional and local knowledge to enhance connectivity to community life and values can be coupled to mentoring. Similar to a guide assisting a sailor or hunter in navigating an unfamilar region, teachers as mentors can assist and encourage the student in their navigation of an unfamiliar university culture. In this discussion, I will draw upon several case studies to illustrate how students overcame obstacles to move forward in their lives.

Disadvantaged students: Mentoring and place-based engagement in Alaska

249th National Meeting (2015)

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