A Lakota Perspective on STEM: Caitlin Bordeaux's Journey to NASA and Beyond

Caitlin Bordeaux's journey in education began with a strong commitment to both her heritage and her students. Bordeaux is a Sicangu Lakota educator from the Rosebud reservation, now living on Oglala lands in Thunder Valley, South Dakota. She's been teaching high school science, technology, engineering, and mathematics (STEM), and computer science for eight years, creating culturally relevant curricula that honor Indigenous perspectives.

"My work blends education, culture, and STEM, aiming to elevate Indigenous voices and knowledge systems in classrooms and beyond," said Bordeaux.

With degrees from Black Hills State University and the University of Minnesota-Twin Cities, Bordeaux is now pursuing a Ph.D. in STEM education, furthering her mission to make STEM more inclusive and accessible to underrepresented communities.

Bordeaux's internship with NASA was a pivotal experience in her career that deepened her dedication to integrating Indigenous perspectives into STEM. Working virtually alongside her mentor, she focused on building partnerships between NASA, local Indigenous organizations, and the Rosebud Sioux Tribe's education department.

Her role at NASA also reinforced her belief in a holistic approach to STEM. "Being Indigenous has shaped my approach to STEM work, grounded in respect for Unci Maka (Mother Earth). My perspective is focused on cultural connections and holistic learning," Bordeaux explained. This outlook encourages the integration of Indigenous values into STEM spaces, making them more inclusive and reflective of diverse knowledge systems. By connecting science with culture, Bordeaux believes we can create more accessible and equitable STEM education environments for all students.

One such effort of Bordeaux's is her dedication to developing cross-curricular lessons that integrate Indigenous star knowledge with STEM concepts, with a strong commitment to supporting the Rosebud Sioux Tribe and NASA's Star Knowledge Partnership Program allowing her students to connect with science from their own perspectives.

Bordeaux's experience also serves as a message to other aspiring Indigenous students: there are opportunities to grow, contribute, and make a lasting impact. "Apply! NASA offers various internships, including virtual ones like I did, which are flexible and accessible," said Bordeaux. Her experience has influenced her academic pursuits, helping to push her to gain her Ph.D., while also providing her the opportunity to connect with others, including her mentor, who have the same goal for the future of education and STEM.

In her own words, the work is just beginning: "Philamayaye! (Thank you!)," she says, reflecting on the support and opportunities that have shaped her path. Her internship has been a catalyst for her continued work in education and research, to create a more inclusive and culturally relevant STEM education landscape.

 Tara Roanhorse/NASA Headquarters