Although the 4-H MYLS was primarily focused on developing leadership skills, the integration of these cultural elements served to ground the learning experiences in a broader context that highlighted the relevance of STEM disciplines to the participants' lived realities and ancestral knowledge. This approach created a holistic learning environment that recognized the equal value of scientific inquiry and traditional wisdom (Abdurrahman et al., 2020). This allows participants to develop a more nuanced and multifaceted understanding of the importance of being change agents in their communities, leveraging both Western and indigenous problem-solving approaches. It also gives youth an opportunity to see that there are local scientists in our own backyard - the grandparents, the community leaders, the cultural practitioners - and that STEM is not just an abstract field of study, but a lived experience that is deeply intertwined with their cultural identities and sense of place.

     This case study sought to explore the impact of integrating MPIP and cultural knowledge into the 4-H MYLS, ultimately seeking to answer the question: How does the integration of modernized Pacific island practices into the 4-H Marianas Youth Leadership Series influence youth participants’ perception and understanding of STEM? As I delved into the experiences of these young leaders, three interconnected big ideas emerged: enhancing learning experiences, creating an empowering environment, and promoting cultural relevance in STEM – all connected to integrated culturally responsive education.

     Literature on culturally responsive education supports findings related to the three big ideas above.  Scholars such as Gay & Howard (2000) & Ladson-Billings (1995) emphasize the importance of integrating students' cultural backgrounds into the curriculum to enhance their academic engagement and achievement. By embedding MPIPs into the 4-H MYLS, we have effectively created a culturally responsive educational experience. This approach not only respects and honors the participants' cultural identities but also makes STEM concepts more accessible and relatable. For instance, learning about the engineering precision of ancient tools like the sling stone directly links historical ingenuity with modern STEM principles as seen in this quote from a focus group interview: "Ancient slinging - how the sling was developed for hunting and gathering and how it was engineered precisely for its role." 

     The integration of these MPIPs enhances participants' learning experiences by making them more engaging and meaningful. As shown in the quotes in relation to the Hafa Adai Circle, more specifically from the program assessment tool, the participant mentioned that “The most memorable and meaningful aspects of the learning journeys for me has to be the Hafa Adai Circle where we shared our reflections and feelings, built an connection, and learned from each others.” This quote can show how they felt a sense of belonging and community. This aligns with Baker and his colleagues' (2013) arguments that integrating culture to STEM education fosters a sense of belonging and enhances the overall quality of experience.  

     By incorporating traditional practices like the Hafa Adai Circle and Chamorro Lålai, we create an empowering environment that supports and encourages youth as discussed by researchers Ball (2000) and Brennan, Hugo, & Gu (2013). For example, in a program assessment tool, a participant stated that "When we discovered these chants, it was a different feeling. It make me more connected to my local community". This can show how the participant was empowered to be connected to their community through this practice which can give them confidence in engaging and interacting with their community. 

     Moreover, the practice of Gineftao (gift-giving) and the Hafa Adai Circles facilitated a supportive and inclusive community atmosphere. As one participant noted, "Regardless of the gift, the exchange of giving something that is special to us was nice. It feels like the end of each journey, it's nice because it shows how much we appreciate them." This sense of community is crucial in STEM education, as it fosters collaboration, communication, and mutual respect—skills that are essential for success in STEM fields (National Research Council, 2015).

     The incorporation of chants and storytelling further enriched the participants' learning experiences. These practices provided a narrative context for understanding complex concepts, which aligns with the findings of Egan (1986), who argues that storytelling is a powerful educational tool that helps students make sense of new information by linking it to familiar narratives. One participant shared, "I really love the art of storytelling; I find it so special to me that I am learning stories passed down from generations. It made me feel truly connected to my islands' ancestors and land." This connection to cultural narratives not only deepens cultural awareness but also enhances cognitive skills essential for STEM learning, such as pattern recognition and logical sequencing, eventually creating a supportive and empowering environment for youth participants.

     Another big idea is that participants begin to see the connections between STEM knowledge and their cultural heritage, which enrich their educational experience and deepen their appreciation for their culture. This can be seen in the quote in the Science section of the results regarding traditional medicine as the student states that their experience with traditional medicine taught them more than their textbooks and showed them that doctors should look into traditional medicine as an alternative to modern medicine. This aligns with Spang and Bang (2014) who argue that integrating cultural knowledge  can create an enriching cultural experience for the learning environment and for everyone within the learning space. 

     Additionally, fishery practices, such as using the Talaya, and the study of ancient tools like the sling stone, provided hands-on, experiential learning opportunities. This approach is supported by Roberts (2003) interpretations of Dewey’s experiential learning theory, which posits that knowledge is constructed through direct experience. Participants' reflections, such as "The Talaya - how it folds and how you hold it to open it up. When we look back in history, you see people with less technology than today and how they were resourceful," illustrate how these practices helped them appreciate the application of STEM in traditional contexts. This not only bridges the gap between cultural practices and modern STEM education but also inspires a sense of pride and relevance in their cultural heritage.

     This recognition of these MPIPs in these educational experiences links scientific concepts to students' daily lives and historic backgrounds, which then can promote a deeper understanding of STEM from a culturally relevant perspective. The findings unequivocally indicate that this integration positively influences participants' perceptions and understanding of STEM. By contextualizing STEM within their cultural framework, participants were able to see the practical applications of STEM principles in their heritage and daily lives. This contextualization demystified STEM concepts, making them more approachable and meaningful.

     This case study underscores the power of culturally responsive STEM education in shaping youth perceptions and understanding. By weaving together indigenous knowledge, place-based experiences, and leadership development, the program fostered a holistic learning experience that extended far beyond traditional STEM concepts. It is my hope that this research encourages further exploration of culturally relevant approaches to STEM education, empowering future generations to embrace their heritage while becoming stewards of their communities and the environment. By bridging the gap between traditional academic knowledge and cultural wisdom, such programs have the potential to ignite a deep passion for STEM disciplines and inspire a new generation of Indigenous leaders and problem-solvers who are committed to making a positive impact on their communities and the natural world.

     This study provides valuable insights into the potential of culturally responsive STEM education; however, it is essential to acknowledge its limitations. As a case study focused on a single program with 18 participants, the findings may not be generalizable to other contexts. The small sample size, while allowing for an in-depth exploration of the program's impact within its specific cultural and geographic setting, limits the ability to draw broader conclusions about the effectiveness of such programs in different settings or with more diverse participant groups.

     Furthermore, the study's focus on short-term outcomes prevents any conclusions about the long-term impact of the program on participants' perceptions of STEM or their future academic and career trajectories.  Future research should focus on longitudinal studies to measure the long-term impact of these culturally integrated programs on youth development and community sustainability (McGrath & Ka'ili, 2010; Fast et al., 2021). Moreover, exploring how these practices can be adapted to other cultural contexts could provide valuable insights for educators and program developers across the CNMI.

     This case study explored the impact of a culturally responsive STEM program on youth participants' perceptions of STEM. By weaving together indigenous knowledge, place-based experiences, and leadership development, the program sought to create a holistic learning experience that extended beyond traditional STEM concepts. Participants expressed a greater understanding of the interconnectedness of STEM with their cultural heritage and local environment, moving beyond textbook definitions to view STEM through a more personally and culturally relevant lens.

     These findings align with existing literature emphasizing the importance of culturally responsive education, particularly for Indigenous youth. However, it is also important to note that the existing literature is written by voices outside the CNMI, therefore, showing the need to contribute Chamorro-born voices to academic journals. 

     Despite these limitations, this research provides a valuable starting point for understanding how culturally responsive approaches can shape STEM education. By bridging the gap between traditional academic knowledge and cultural wisdom, such programs enhance participants' learning experiences, making them more engaging and meaningful. They also create an empowering environment that supports youth development, fostering personal growth and a sense of community. Moreover, by promoting a deeper understanding of STEM from a culturally relevant perspective, these programs have the potential to ignite a passion for STEM disciplines and inspire a new generation of Indigenous leaders and problem-solvers dedicated to making a positive impact on their communities and the natural world.