The response to COVID-19 has raised the profile of health care professionals, inspiring a new wave of interest in front-line health careers. In light of the pandemic’s disproportionate effect on Indigenous communities, an increasing number of Native students are now taking a serious look at the educational paths to crucial health care roles.
At the same time, health care employment opportunities are on the rise. Projections from the U.S. Bureau of Labor Statistics show that the industry will add about 2.4 million new jobs through 2026, an increase of over 18 percent compared to 2016 employment statistics. So if you’re a STEM student interested in a health care field, here’s some guidance from experts and Native health professionals.
Begin by giving some thought to the diverse opportunities beyond the familiar positions of doctors and nurses. The long list of in-demand health care jobs includes dental assistants, counselors, physician assistants, nurse practitioners, EMTs and paramedics, and technicians in the laboratory and in specialties like radiology, optometry, and pharmacy. “There are more jobs related to the front lines of health care than many people realize, including roles they perhaps didn’t know existed,” says Mallery Quetawki, artist-in-residence for the Community Environmental Health Program at the University of New Mexico (UNM) College of Pharmacy. “I describe my work as being at the intersection of art and public health because my main job is to use art to Indigenize health-related messaging for Native communities.”
“There are more jobs related to the front lines of health care than many people realize, including roles they perhaps didn’t know existed.”
— Mallery Quetawki, artist-in-residence for the Community Environmental Health Program at the University of New Mexico (UNM) College of Pharmacy.
Quetawki went to high school on the Zuni Reservation and earned a BS in biology with a minor in art at UNM. She worked as a nurse’s aide at a local hospital before being recruited to join a team of researchers, scientists, and community liaisons conducting public health tribal outreach. Their efforts address issues such as disease risks associated with abandoned mines on tribal land, COVID-19 safety, and the importance of birth cohort studies to better understand child health outcomes. “I hope people will keep their minds open to the possibilities in health,” says Quetawki. “I never knew that being an artist and also understanding human biology and anatomy would lead to a new health-focused field to address an unmet need.”
In another example of meeting the health needs of Native communities, the Community Health Aide Program (CHAP) in Alaska is a network of approximately 550 health aides and practitioners working in more than 170 rural communities. “These professionals are the backbone of the tribal health system in Alaska,” observes Carolyn Craig, a longtime CHAP instructor. “They have familiarity with their community that would take years for other providers to gain. This can be a significant factor in the overall well-being of a community.”
Once you have a career path — or a few options — it’s time to find the institution and academic program that’s right for you. While there is no “best” pre–health care or pre-med approach, certain academic tracks are highly applicable, including biology, psychology, biology, and chemistry.
In addition to looking at state universities and community and private colleges, there are tribal colleges that may have the resources you need while incorporating Indigenous voices. “Culture is a great resource for Native students,” advises Dr. Billie Jo Kipp, associate director of Research and Evaluation at the Aspen Institute Center for Native American Youth. “American Indian values and behaviors have always helped us deal with difficulty and support continued growth.” Kipp, a clinical psychologist and a former president of both Blackfeet Community College and California Tribal College, encourages Native young people to draw upon the “Indigenous strength of belief” that guided their ancestors.
“A supportive environment is essential,” adds Dr. Tamana (Bunny) Begay, who has served Native communities as a dentist in the Indian Health Service (IHS) for 17 years. After attending San Diego Mesa Community College, she graduated from the University of California San Francisco School of Dentistry’s post-baccalaureate program, then attended dental school at the University of the Pacific, where she earned her DDS — 10 years after starting college. “Like many Native students, my path wasn’t a direct one,” she recounts. “Being around people who wanted me to succeed helped me navigate my way.”
Don’t go it alone. “There are people and resources in place to help.”
— Dr. Tamana (Bunny) Begay, a dentist in the Indian Health Service (IHS)
Here are some of the four-year institutions with strategies for attracting more Native talent and supporting the success of students from underrepresented populations.
▸ Montana State University offers the Caring for Our Own Program (CO-OP), a supplemental support initiative for nursing students designed to help improve health care in Native communities by increasing the number of qualified Indigenous nurses.
▸ At Northern Arizona University the Center for American Indian Resilience supports offerings like the Partnership for Native American Cancer Prevention (NACP) that prepare Native students for health care careers. NACP facilitates a training program that employs Indigenous students in cancer research to increase the number of Native Americans entering research careers.
▸ At the University of Wisconsin–Madison the Native American Center for Health Professions (NACHP) facilitates an Indians Into Medicine Program (INMED). The INMED program at UW and other universities is funded by a five-year IHS grant to provide services and public health curricula for pre-college American Indian students pursuing health careers.
▸ The University of North Dakota INMED program features a learning resource center, financial aid advice, tutoring, a summer institute on advanced math and science, Medical College Admission Test (MCAT) prep, and a Pathway curriculum for the transition between community college and the university. UND announced in early 2020 that it was also launching the world’s first doctoral program in Indigenous health.
“We are especially interested in applicants who plan to take — or re-take — the MCAT.”
— Marcy Averill, program director for Mayo Clinic College of Medicine and Science Office for Diversity
For health care aspirations that don’t require a four-year degree, there are dozens of tribal and community colleges throughout the country, including the following schools.
▸ Blackfeet Community College offers a variety of health-related associate’s degree and certificate programs, including addiction studies, psychology, health science, behavioral health, and nursing.
▸ At British Columbia’s Aboriginal public post-secondary institute Nicola Valley Institute of Technology, students can earn credentials such as a health care assistant certificate, an access to practical nursing diploma, a foundational skills in counseling certificate, and a chemical addictions worker diploma.
▸ Students at Southwestern Indian Polytechnic Institute can enroll in an associate’s degree program in vision care technology or pursue a certificate in optical laboratory technology.
▸ Yellowquill College in Winnipeg, Manitoba, offers a community health worker academic track with areas of emphasis like emergency care, chronic disease prevention, counseling, home health, and diabetes.
Native professionals point out that finding a school and diving into your studies are just the beginning. “There will inevitably be challenges,” says Quetawki. “The key is knowing where to turn.” Dr. Begay, who started the AISES College Chapter at UC San Diego, agrees. “Getting the qualification you need is definitely a journey, and you’re not on your own,” she says, encouraging students to seek out the support they need.
Beyond organizations like AISES, there are important resources for Native STEM students headed to the front lines of health, including these programs:
“Culture is a great resource for Native students. American Indian values and behaviors have always helped us deal with difficulty and support continued growth.”
— Dr. Billie Jo Kipp, associate director of Research and Evaluation at the Aspen Institute Center for Native American Youth
In partnership with the University of Minnesota Duluth, Mayo Clinic has launched a four-week summer program for American Indian and Alaska Native undergraduate STEM students considering health careers. “We are especially interested in applicants who plan to take — or re-take — the MCAT,” explains Marcy Averill, program director for Mayo Clinic College of Medicine and Science, Office for Diversity. Participants receive culturally informed science instruction, mentoring, and a customized MCAT preparation workshop.
At 12 sites across the United States, the Summer Health Professions Education Program (SHPEP) hosts college freshmen and sophomores for six weeks of academic enrichment. A SHPEP goal, explains Tony Mancuso of the Association of Medical Colleges, an outreach senior specialist for SHPEP, is to attract applicants “who have demonstrated an interest in issues affecting underserved populations.”
A SHPEP goal is to attract applicants “who have demonstrated an interest in issues affecting underserved populations.”
— Tony Mancuso of the Association of Medical Colleges, an outreach senior specialist for SHPEP
The Seven Generations Center of Excellence at the University of North Dakota offers an intensive one-week Graduate Record Examination (GRE) Prep Program to Indigenous students who are college juniors or seniors or have earned a degree in a behavioral health field.
Once you’ve found your school and decided how you want to contribute as a health care professional, be prepared to be persistent and resilient. “As Native students and professionals, we have a unique world view, and drawing upon our common experiences gives us strength,” says Quetawki. “The way we see things cuts across tribes, and gives us valuable perspective as we work to stay on course.”
And don’t go it alone. “There are people and resources in place to help,” says Dr. Begay. “And most of all, remember why you are on the journey. For me, the driving force was wanting to give back to my community. Whatever your motivation is, be sure to keep it with you for the road ahead.”
