Constructing Ninja Sculpture Pants: Indigenous STEAM education at the intersection of art and science.

This article focuses on a culturally responsive STEAM (Science, Technology, Engineering, Art, and Mathematics) education program integrating art as a distinct discipline to enhance inventive thinking among Native American middle school students participating in the American Indian Services (AIS) Pre-Freshman Engineering Program (PREP) in Gallup, New Mexico. Emphasizing Diné culture and Indigenous pedagogies, the program engaged students in designing wearable sculptural art linked to engineering principles, fostering connections between art and science as parallel ways of inquiry and knowledge construction. The research highlights the importance of relational accountability, place-based education, and collaborative partnerships with Indigenous educators to create meaningful, culturally relevant learning experiences that increase student engagement, autonomy, and confidence in both art and STEM fields. Findings suggest that integrating art thinking into STEM curricula can deepen understanding and support educational outcomes in rural Indigenous communities.