By: ​Meagan Collins

​Senator Lillian Eva Dyck is a Member of the Gordon First Nation and a first-generation Chinese Canadian. She grew up in the Prairies of Saskatchewan and attended high school in Swift Current, Saskatchewan, but moved around frequently between Saskatchewan and Alberta since her family operated a series of restaurants.
 
Senator Dyck recounts that her early scientific inquiries formed around the same time as the Space Age. Her Chemistry teacher, Mr. John Dyer, was the first to encourage her and her brother to further their educations in science. When asked who taught her the most when growing up, she replied, “We were very fortunate to have such good teachers in pretty much every subject. My Biology and Chemistry teachers were the teachers that were the most influential to me.” She stated, “I really liked the Biology labs and doing the lab work.”

How do indigenous students and professionals in STEM (Science, Technology, Engineering, and Mathematics) fields perceive the various disciplines which they pursue? What inspired them to work in STEM fields? What do their unique experiences and perspectives bring to the table? As an organization involved in science outreach to indigenous communities, BrainReach North interviewed indigenous individuals in STEM, at various stages of their career. We learned about their experiences and now we are sharing their stories with you.    

Today we meet Adrian Riives, who is pursuing a PhD in chemistry at Rensselaer Polytechnic Institute in New York. 

How do indigenous students and professionals in STEM (Science, Technology, Engineering, and Mathematics) fields perceive the various disciplines which they pursue? What inspired them to work in STEM fields? What do their unique experiences and perspectives bring to the table? As an organization involved in science outreach to indigenous communities, BrainReach North interviewed indigenous individuals in STEM, at various stages of their career. We learned about their experiences and now we are sharing their stories with you.    

​In our next installment of “Indigenous Peoples in STEM” interviews, we meet Jenna Barnhardt, a 4th year student at Ryerson University studying Biomedical Science. Jenna shares with us an inspirational story about how science, to her, represents a second chance and an opportunity to make an impact in her own community. We learn that the road to science isn’t always unswerving and that the scenic stops along the way (like building your own business) can offer some invaluable perspective. Without further ado, here’s Jenna.

How do indigenous students and professionals in STEM (Science, Technology, Engineering, and Mathematics) fields perceive the various disciplines which they pursue? What inspired them to work in STEM fields? What do their unique experiences and perspectives bring to the table? As an organization involved in science outreach to indigenous communities, BrainReach North interviewed indigenous individuals in STEM, at various stages of their career. We learned about their experiences and now we are sharing their stories with you.   
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Today we meet Madeline Yaaka, a first year Bachelor of Science student in biology at Queen’s University, to learn more about Indigenous student life, their inspirations, and the challenges they face on their path towards a career in STEM. 
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