In recent years, the fields of Science, Technology, Engineering, and Mathematics (STEM) have grown in both importance and opportunity. From addressing global challenges like climate change to advancing technological innovation, STEM is a driving force for societal progress. However, despite the growing need for diverse perspectives in these fields, Indigenous peoples remain underrepresented in STEM careers and education.

The lack of Indigenous representation in STEM is a critical issue, not just for Indigenous communities, but for society as a whole. In this blog post, we’ll explore why we need Indigenous pathways to STEM and how creating opportunities for Indigenous youth in these fields can benefit everyone.

1. Bridging the Knowledge Gap: Indigenous Knowledge Meets Western Science

One of the most compelling reasons we need Indigenous pathways to STEM is the opportunity to blend traditional Indigenous knowledge with Western scientific methods. Indigenous peoples have a rich history of understanding and managing natural resources, environmental systems, and sustainability. Indigenous science—passed down through generations—includes practical knowledge about agriculture, ecology, medicine, and astronomy, and is deeply connected to the land.

By creating pathways for Indigenous students to enter STEM fields, we not only uplift Indigenous voices but also create a unique opportunity to integrate traditional knowledge with modern scientific research. This approach – coined as Two-Eyed Seeing by Elder Albert Marshall – has the potential to offer innovative solutions to pressing global issues such as climate change, biodiversity conservation, and sustainable resource management. Indigenous ways of knowing and Western science are not mutually exclusive but can complement one another to create more holistic and effective approaches.

2. Breaking Barriers and Building Representation

Indigenous peoples continue to face systemic barriers to education and employment, particularly in fields like STEM. The historical impacts of colonization, residential schools, and forced assimilation have left lasting scars, with many Indigenous communities still dealing with the trauma of displacement and cultural erasure. These barriers, combined with a lack of role models and mentors in STEM, can make it difficult for Indigenous youth to see themselves in these fields.

Creating pathways to STEM for Indigenous students is essential to address these inequities. Representation matters—seeing people who look like you, share your background, or understand your community’s challenges can inspire hope and motivation. By encouraging and supporting Indigenous youth in pursuing STEM education, we are helping to build a future where Indigenous peoples are not just participants but leaders in these fields.

3. Empowering Indigenous Communities Through Education and Innovation

Increased access to STEM education can lead to greater self-determination for Indigenous communities. Indigenous communities often face unique challenges related to health, education, infrastructure, and economic development. By fostering Indigenous youth in STEM, we equip them with the skills and knowledge to solve these problems within their communities.

For example, Indigenous engineers and scientists can work to develop technology that addresses water quality issues in remote communities, or create sustainable energy solutions tailored to Indigenous ways of life. In doing so, these innovations can have a direct and positive impact on the well-being of Indigenous peoples while also contributing to the broader global community.

STEM education can also open up economic opportunities for Indigenous youth. With access to well-paying, high-demand STEM careers, Indigenous individuals can contribute to the economic development of their communities, break cycles of poverty, and ensure greater financial independence for future generations.

4. Contributing to Global Knowledge and Innovation

Diversity is a key driver of innovation. When people from diverse backgrounds, cultures, and experiences come together, they bring different perspectives that lead to creative problem-solving and new discoveries. Indigenous perspectives are vital to this process.

Indigenous peoples have long been stewards of the environment and have accumulated knowledge about sustainable practices that have been refined over thousands of years. By nurturing Indigenous pathways to STEM, we are not only advancing Indigenous rights to education and representation but also contributing to the global pool of knowledge and innovation. Indigenous scientists, engineers, and technologists bring a unique and invaluable worldview that can transform the way we approach some of the world’s most pressing problems.

5. Fostering Cultural Pride and Identity Through STEM

Education plays an important role in shaping one’s identity. For Indigenous students, having access to STEM education that acknowledges and incorporates their cultural heritage is critical for fostering a sense of pride and belonging. Indigenous pathways to STEM education can incorporate traditional knowledge systems, ensuring that students learn about the rich cultural practices and histories that have shaped their communities.

By creating STEM programs that embrace and respect Indigenous cultures, we help students develop confidence in both their cultural heritage and their academic abilities. This can have a ripple effect on future generations, inspiring more Indigenous youth to pursue education and careers in fields where they are historically underrepresented.

6. Collaborative Solutions for Sustainability

As we face growing challenges related to climate change, environmental degradation, and resource management, it’s essential that we include Indigenous knowledge in conversations about sustainability. Indigenous peoples have lived sustainably on the land for millennia, and their knowledge of ecosystems, biodiversity, and sustainable land practices is critical in the fight against environmental destruction.

Indigenous youth pursuing careers in STEM are uniquely positioned to lead the charge in developing sustainable solutions that respect both the environment and their cultural values. By creating educational pathways that promote collaboration between Indigenous knowledge systems and modern STEM disciplines, we ensure that future leaders have a holistic understanding of sustainability and are better equipped to tackle global environmental issues.

7. Supporting Existing Initiatives and Building Stronger Networks

There are already some inspiring programs in place that are helping to build pathways for Indigenous students in STEM. Initiatives like University of Manitoba’s ENGAP program provide holistic access and support for Indigenous youth pursuing careers in Engineering, while at the University of Calgary the Schulich School of Engineering has created the Schulich Indigenous Pathways Program. These programs are vital in addressing the disparities in access to STEM education and are crucial in nurturing the next generation of Indigenous scientists, engineers, and innovators.

However, more needs to be done to expand these programs, create more mentorship opportunities, and develop policies that support Indigenous students throughout their educational journey—from K-12 through university and beyond. Building strong networks of support within the STEM community will be key in ensuring that Indigenous students not only succeed but thrive in these fields.

Conclusion: A Future Where Indigenous Voices Lead in STEM

As we look to the future, it’s clear that we need Indigenous pathways to STEM at the University of British Columbia to create a more inclusive, innovative, and sustainable world. By empowering Indigenous youth to pursue STEM education at UBC, we’re not only addressing the underrepresentation of Indigenous peoples in these fields, but we’re also enriching the global community with diverse perspectives and invaluable knowledge.

Creating pathways to STEM for Indigenous students is not just about academic achievement—it’s about cultural empowerment, self-determination, and the opportunity to contribute to meaningful change. We all stand to benefit from a world where Indigenous voices are fully represented in the fields of science, technology, engineering, and mathematics. Let’s support Indigenous youth in their pursuit of these fields, and together, we can build a future that is brighter, more equitable, and more inclusive for all.

Lateral violence is a term that might seem unfamiliar to many, but it is a pervasive issue that affects Indigenous communities across Canada and around the world. It refers to harmful actions or behaviors—such as bullying, gossiping, exclusion, verbal abuse, and even physical violence—directed toward members of the same community. What makes lateral violence particularly complex is that it often occurs within marginalized communities, where individuals who have been historically oppressed turn their anger and frustration inward toward each other, rather than outward toward the systems of power that have caused their harm.

To understand lateral violence fully, we must explore its roots, its impact, and how it can be addressed to build stronger, healthier communities.

The Roots of Lateral Violence

Lateral violence does not occur in a vacuum; it is deeply connected to the historical and ongoing trauma caused by colonization, residential schools, forced assimilation, and other forms of systemic oppression faced by Indigenous peoples. For generations, Indigenous communities in Canada have been subjected to cultural erasure, displacement, and violence by colonial governments. This legacy of trauma has left deep scars, not just on individuals, but on entire communities.

For many Indigenous peoples, the generational impacts of residential schools, the loss of traditional lands, and forced assimilation have caused widespread pain, anger, and grief. Unfortunately, this pain is sometimes turned inward. Communities who are still struggling with the wounds of colonization often find themselves replicating harmful behaviors they have experienced, but now within their own ranks. This internalized oppression is a critical factor in the rise of lateral violence.

What Does Lateral Violence Look Like?

Lateral violence can manifest in various forms, often taking subtle or indirect shapes. Here are some of the most common behaviors associated with lateral violence:

• Gossip and Rumors: Spreading false or hurtful stories about someone in the community, undermining their reputation and sense of belonging.
• Bullying: Targeting individuals, particularly those who are vulnerable, with verbal abuse or intimidation, often in public or social settings.
• Exclusion: Deliberately leaving someone out of a group or community activity, creating a sense of isolation.
• Jealousy and Sabotage: Resentment towards a community member who appears to be successful, leading to actions that undermine or sabotage their achievements.
• Verbal Abuse: Disparaging remarks, name-calling, or put-downs that attack someone’s character, often rooted in internalized negative beliefs about themselves or their identity.
• Physical Violence: Acts of aggression, sometimes in the form of physical fights or abuse, often driven by unresolved anger or frustration.

The Impact of Lateral Violence

Lateral violence has wide-reaching consequences, both on a personal and community level. The most immediate harm is often emotional and psychological, as those targeted may experience feelings of rejection, anxiety, and low self-esteem. Over time, the damage can become more profound, affecting a person’s sense of identity, belonging, and overall well-being.

At a community level, lateral violence creates division and weakens solidarity. Indigenous communities have long faced challenges in rebuilding after generations of trauma, and lateral violence only deepens these divides. Instead of working together to heal from the legacy of colonization, communities may become focused on internal conflicts, leaving less energy to address the larger issues that still affect them, such as land rights, health inequities, and social justice.

Lateral violence can also lead to cycles of trauma. As individuals who are affected by lateral violence internalize the pain, they may, in turn, perpetuate similar harmful behaviors toward others. This generational cycle of harm, often referred to as “intergenerational trauma,” can persist for decades if left unaddressed.

How Can We Address Lateral Violence?

While lateral violence is a serious and deeply ingrained issue, there are steps that can be taken to prevent it and heal from its effects. Here are some strategies that can help address lateral violence in Indigenous communities:

1. Acknowledge the Trauma

Understanding that lateral violence is rooted in historical and intergenerational trauma is the first step toward healing. By acknowledging the pain caused by colonization and the lasting effects of systemic oppression, communities can begin to address the root causes of lateral violence. Education about the impacts of colonialism and the need for healing can foster empathy and reduce the tendency to turn on one another.

2. Cultural Revitalization

One of the most effective ways to combat lateral violence is to reconnect community members with their culture, traditions, and languages. Cultural identity is a powerful tool for healing. When Indigenous peoples can reclaim their heritage, they are more likely to feel empowered and less susceptible to the internalized oppression that often leads to lateral violence. Revitalization efforts such as language programs, traditional ceremonies, and community gatherings play an important role in fostering pride and unity.

3. Promote Healing and Reconciliation

Restorative justice approaches, like talking circles and community gatherings, offer a space for open dialogue, healing, and reconciliation. These practices allow individuals to share their experiences and express their pain in a safe, non-judgmental environment. By encouraging compassion and understanding, communities can begin to rebuild relationships and move toward collective healing.

4. Leadership and Role Models

Leaders within Indigenous communities—whether they are Elders, teachers, or youth advocates—must model positive behavior. By promoting conflict resolution, mutual respect, and compassion, leaders can influence others to adopt more constructive ways of dealing with differences. Leadership must also actively address incidents of lateral violence when they occur and encourage community members to hold one another accountable in a supportive and non-punitive way.

5. Community Solidarity

Building strong, unified communities is essential to reducing lateral violence. Initiatives that foster cooperation, collaboration, and shared goals can counteract division. Rather than viewing each other as rivals or threats, community members can be encouraged to view one another as allies working toward the same cause: healing, growth, and self-determination.

Moving Toward a Healthier Future

Lateral violence is a painful but significant challenge faced by many Indigenous communities. It reflects the deep scars left by colonization and historical trauma. However, with the right tools, support systems, and a focus on healing, it is possible to break the cycle of harm. By fostering understanding, promoting cultural revitalization, and encouraging community solidarity, Indigenous peoples can create healthier, more supportive environments where lateral violence no longer thrives.

Addressing lateral violence requires empathy, patience, and a collective commitment to healing. As we work together to confront this issue, we can begin to dismantle the internalized oppression that has divided us for far too long and create communities that are rooted in strength, resilience, and love for one another.

EngiQueers Canada (EQ) is a national non-profit founded by Vanessa Raponi and Alexander Dow in response to the 2014 McMaster songbook scandal. EQ’s mission is to provide safe spaces for queer engineering students, fostering a welcoming profession through education, advocacy, social connection, and professional development.

Jessica Thiede, a student in the UNBC/UBC joint environmental engineering program, found her community and passion through EQ. Attending the inaugural 2023 EQ conference, she was embraced by an inclusive engineering community. This experience led her to run for an executive position, opening numerous doors for promoting equity and diversity in engineering. Now VP of EQ, Jessica plans to continue her involvement for years to come.

EQ has chapters at nearly every engineering school in Canada, including UBC’s Gears and Queers. Since 2022, President Ana Bandari has led Gears and Queers in uplifting LGBTQ2+ engineering students at UBC Vancouver. The club creates welcoming spaces through study nights and events like painting the Cairn for Trans Day of Remembrance. They advocate for inclusive practices in engineering and collaborate with other LGBTQ2+ groups on campus, forming a unified community.

For more information, follow @gears.and.queers on Instagram or read more in The Ubyssey: Queering Gears and Students Paint Engineering Cairn in Honour of Transgender Day of Remembrance.

The Geering Up team has their hearts set on breaking down barriers for youth. When it comes to EDII in Applied Science (and beyond!), their Indigenous Science, Technology, Engineering, and Math (InSTEM) team collaborates with Indigenous community partners. They centre Etuaptmumk—a term shared by Mi’kmaq Elder Albert Marshall and is what we commonly refer to as a two-eyed seeing approach—to benefit everyone.  

Indigenous People have always been at the forefront of engineering and science, so when we teach STEM only through a western science lens, we miss out on critical gaps in knowledge. The InSTEM team works alongside knowledge keepers and Elders and engages with traditional learning practices to deliver in-community classroom workshops and land-based engineering-focused summer camps with Indigenous Youth. At the same time, InSTEM instructors take home invaluable Indigenous knowledge and culture to transform how these university students view the world.  

The InSTEM team also invites high school students from different communities to explore post-secondary pathways through the UBC Campus Visit program that launched in 2023. 

Geering Up’s InSTEM Assistant Manager, Sara, shares why InSTEM and EDII are so important to her and to Geering Up.  

“I grew up with grandparents who proudly told me we were Latvian and Japanese. Throughout my life, I saw cultural differences celebrated and I also saw role models. 

As a privileged immigrant and settler on Musqueam Territory, I came to UBC to study Conservation Science. I started to question the history of and motivations for parks and ecological restoration in Canada and the United States, where I was raised. After graduating, I started working with Geering Up’s InSTEM team and opened my eyes to new Indigenous perspectives.  

I’ve continued to learn from our community partners, Elders, mentors, and colleagues. I’m surrounded by a supportive team that dedicates time at every meeting to dive into EDII topics. Cultural humility is at the centre of everything we do at Geering Up and that is why the InSTEM program has continued to flourish. I hope that our work will continue to celebrate different cultures and give youth role models in STEM.” 

Sara, centre, with members of the Geering Up team volunteering at the Intergenerational march September 30, 2023 on Main Mall, UBC

Reflection: Exploring Indigeneity in Engineering
As an advocate for environmental sustainability and an ally for Indigenous stewardship, I recently participated in the Ocean Wise Eco Action Accelerator program. This 16-week
part-time microgrant program, tailored for Canada Service Corps (CSC) alumni like myself, provided a platform to scale up service project ideas while focusing on long-term sustainability. Throughout the program, I delved into three interconnected components designed to support the development and delivery of my project. From a 3-day retreat in British Columbia to entrepreneurial workshops and mentorship calls, I was immersed in a collaborative environment.
My project, inspired by a previous pop-up museum, aimed to explore the intersectionality of Indigeneity and engineering in the Pacific Northwest. The museum was housed in the Fred Kaiser atrium from March 4 to March 18, situated to draw in students, faculty, and staff from Applied Science. The museum focused on design case studies highlighting how Indigenous peoples of the Pacific Northwest harnessed their natural surroundings through engineering to sustain their way of life.
On March 16, I hosted a launch party for friends and family, providing them with an
opportunity to engage with the museum and learn about my project’s journey. As I stood
amidst the exhibit, I couldn’t help but be overcome by a mix of emotions – grief for the lost opportunities to shape our world today using traditional knowledge, awe for the remarkable tools and techniques used by Indigenous groups, and an unwavering passion to continue exploring Indigeneity in engineering.
Reflecting on my experience, I am grateful to Ocean Wise and the Faculty of Applied
Science for their support, guidance, and resources that have empowered me to complete this
project.

Sarvpreet Brar and the pop up museum she created