In this qualitative research design, I assume dual roles: student researcher and program Extension Agent. I re-designed the 4-H MYLS program to incorporate Modernized Pacific Island Practices (MPIPs) and collaborated with colleagues to plan the quarterly learning journey experiences. I collected data while leading both in-person and virtual experiences to understand the impacts of MPIPs on the 4-H MYLS. The aim is for participants to diversify their perspectives on STEM knowledge and begin to recognize cultural experiences as part of STEM.

     Growing up, I was exposed to traditional medicine, often viewed as a form of witchcraft rather than science, and perceived it as something magical and intimidating. Visits to suruhåna/suruhånu (traditional herbal healers) were daunting, as they were often referred to by parents as witch doctors. This perception was further influenced by stories involving taotaomo’na (the people of before) and cultural spirits. However, as I immersed myself into these practices over time, I eventually realized the significant importance of suruhåna/suruhånu as local doctors who utilize the land and spirits to heal people both physically and spiritually.

     In my current capacities, I have recognized the loss of many local practices due to negative perceptions. One example of this is the Chamorro language, which has experienced significant decline due to various colonial periods. Over the centuries, the Northern Mariana Islands have been influenced by Spanish, German, Japanese, and American rule, each leaving an indelible mark on the culture and language (Russell, 1998). During Spanish colonization, the introduction of Christianity and the suppression of native practices led to a decrease in the use of Chamorro (Rogers, 2011). The German and Japanese periods further eroded the language as each regime imposed its own language policies. Post-World War II, American influence became dominant, and English emerged as the primary language of education and administration (Rechebei & Chung, 2018). Consequently, the Chamorro language has been marginalized, and its use has significantly diminished among younger generations (Rogers, 2011; Rechebei & Chung, 2018). My experiences with the STEMS² program, observing how Hawaiian culture and practices are being preserved through their incorporation into schools and communities, have inspired me to integrate MPIPs into youth development programs and, eventually, the broader educational system and community in the CNMI.

     Highlighting the indigenous culture of the CNMI is of utmost importance to me and a key reason for choosing this case study as my Plan B project. I believe this project is a stepping stone toward developing broader frameworks that incorporate MPIPs, such as the Hafa Adai Circle, into curricula and programs across the CNMI. In this case study, I will leverage my experiences from the STEMS² Summer One program to guide and facilitate the 4-H MYLS. Transitioning from practitioner to student researcher, I analyzed how the integration of MPIPs impacts participants' perceptions of STEM throughout the program. Although this case study may seem personal and professionally biased, I ensured to work with external thought partners to assist in the interpretation of the data, mitigating any potential biases towards the study.