American Indian college students have the smallest representation among students in STEM fields. Mentored research programs are changing this through providing active, hands-on learning and research opportunities to Native college students. This chapter examines specific processes that contribute to the effectiveness of mentored research programs by focusing on three programs serving Native college students in Montana: an NSF-funded science internship program at Chief Dull Knife College, a Bridges to the Baccalaureate program providing summer science research internships at the University of Montana, and Student to Academic Professoriate for American Indians, a program that provides graduate students with a summer writing retreat. Data sources include program records and interviews with all program participants, mentors, and project staff during annual site visits to the programs over 4-5 years. Analyses utilize both qualitative and outcome data obtained from assessments that address formative and summative questions. Results indicate increased student interest in science and confidence in research skills; greater motivation to finish degree programs; and plans to contribute to Native communities. Critical program elements that support these outcomes are effective mentoring, meaningful research, collaboration between mentors and peers, and support for Indigenous education values of respect, relevance, reciprocity, and responsibility. © 2020 Information Age Publishing Inc.
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