Kurt Grinnell Foundation awards $25,000 to Indigenous aquaculture students – The Fish Site

KGASF Scholarship Program Advances Multiple Sustainable Development Goals

A report on the Kurt Grinnell Aquaculture Scholarship Foundation (KGASF) highlights its significant contributions to the United Nations Sustainable Development Goals (SDGs) through targeted educational funding. The foundation, established in honor of the late Native American leader Kurt Grinnell, supports Tribal and First Nation students in aquaculture and natural resources. This initiative directly addresses global goals related to poverty, education, inequality, economic growth, and environmental sustainability.

Core Mission and Alignment with Global Goals

Fostering Food Security and Sovereignty (SDG 2 & SDG 16)

The foundation’s mission is rooted in Kurt Grinnell’s vision of aquaculture and natural resources as a solution for critical community needs. By empowering Indigenous students, the KGASF directly supports the advancement of SDG 2 (Zero Hunger) by promoting sustainable food production systems and enhancing Tribal food security. This focus also strengthens community institutions and self-determination, aligning with SDG 16 (Peace, Justice and Strong Institutions) by fostering Tribal sovereignty.

Promoting Quality Education and Reducing Inequalities (SDG 4 & SDG 10)

The scholarship program is a direct mechanism for achieving SDG 4 (Quality Education) by providing inclusive and equitable educational opportunities. It specifically targets Indigenous students, a key demographic for advancing SDG 10 (Reduced Inequalities). John Dentler, KGASF’s executive director, noted that the highly motivated awardees are poised to make lasting contributions, demonstrating the program’s role in empowering marginalized communities through education.

Supporting Sustainable Ecosystems and Economic Growth (SDG 8, SDG 14, SDG 15)

By enabling students to pursue careers in aquaculture, fisheries, and natural resource management, the foundation contributes to SDG 8 (Decent Work and Economic Growth) within Tribal communities. The students’ fields of study are intrinsically linked to the conservation and sustainable use of aquatic and terrestrial ecosystems, supporting SDG 14 (Life Below Water) and SDG 15 (Life on Land). Jaiden Grinnell Bosick, KGASF board member, emphasized that the recipients’ combination of practical experience and academic interest ensures they will make significant contributions to resource management and conservation.

Profile of 2025-2026 Scholarship Recipients and Their Contributions to SDGs

The current cohort of awardees demonstrates a strong commitment to advancing the Sustainable Development Goals through their chosen career paths.

• Alana Schofield: A member of the Keweenaw Bay Indian Community, her planned career in natural resources and cultural food sovereignty directly addresses SDG 2 and SDG 15.
• Allison Carl: As a member of the Chugach Alaska Corporation, her work in marine resources and aquaculture at the Alutiiq Pride Marine Institute is a direct contribution to SDG 14.
• Apemesim Galipeau: A member of the Penobscot Nation, his work with Tribal youth and studies in Ecology and Environmental Studies support SDG 4 and SDG 15.
• Ilene Goudy: A member of the Yakama Nation, her extensive work as a Fisheries Technician on coho salmon recovery and habitat enhancement directly advances SDG 14 and SDG 15.
• Jaycee Williford: A member of the Chickasaw Tribe, his focus on Marine Biology and Fisheries at the University of Washington aligns with efforts to achieve SDG 14 through aquaculture restoration.
• Joseph (Joe) Brown: A member of the Coeur d’Alene Tribe, his transition into fisheries and wildlife studies exemplifies a commitment to lifelong learning (SDG 4) and a career path supporting sustainable economies (SDG 8).
• Mary Simeon: A Yup’ik Native, her pursuit of a degree in marine biology and fisheries science, with a commitment to return to her community, supports SDG 14 and strengthens local institutions in line with SDG 16.

Impact Assessment and Future Outlook

The program’s impact extends beyond financial support. As articulated by one recipient, the scholarship is a “life-changing gift” that enables greater focus on studies and community involvement. This directly enhances the quality of education (SDG 4) by reducing financial burdens. The investment in these students’ potential is an investment in a future where Indigenous leaders are at the forefront of sustainable development, ensuring the health of their communities and the planet.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article highlights issues and initiatives that are directly connected to several Sustainable Development Goals (SDGs). The core focus on providing scholarships to Indigenous students for studies in aquaculture and natural resource management touches upon education, food security, economic opportunity, equality, and environmental conservation. The following SDGs are addressed:

• SDG 2: Zero Hunger – The article mentions that the program’s inspiration, Kurt Grinnell, viewed aquaculture as a solution to “Tribal food security” and “cultural food sovereignty.”
• SDG 4: Quality Education – The entire article is about the Kurt Grinnell Aquaculture Scholarship Fund (KGASF), which provides financial support to “Tribal and First Nation students” for tertiary education.
• SDG 8: Decent Work and Economic Growth – The scholarships are designed to help students “pursue careers in aquaculture and natural resources,” thereby equipping them with relevant skills for future employment.
• SDG 10: Reduced Inequalities – The fund specifically targets “Indigenous students,” a group that often faces barriers to higher education and economic opportunities, aiming to promote their inclusion and success.
• SDG 14: Life Below Water – The students’ fields of study, such as “Fisheries and Wildlife Science,” “Marine Biology,” and “Aquatic and Fisheries Science,” and their work on projects like “coho salmon recovery” and “Kokanee salmon runs” restoration, directly relate to the conservation and sustainable use of marine and freshwater resources.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the article’s content, several specific SDG targets can be identified:

1. Under SDG 2 (Zero Hunger):
   • Target 2.1: By 2030, end hunger and ensure access by all people… to safe, nutritious and sufficient food all year round. The article’s emphasis on “Tribal food security” and “cultural food sovereignty” directly aligns with this target by aiming to build local capacity to manage and produce food resources.
2. Under SDG 4 (Quality Education):
   • Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university. The scholarship fund directly facilitates this by providing financial aid (“financial blessing”) to students pursuing B.S., M.S., and Associate degrees.
   • Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including… indigenous peoples. The program’s exclusive focus on “Tribal and First Nation students” is a direct action towards this target.
3. Under SDG 8 (Decent Work and Economic Growth):
   • Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training. The scholarship supports students to remain in higher education and training, preparing them for future careers and reducing the risk of them being in this category.
4. Under SDG 10 (Reduced Inequalities):
   • Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of… ethnicity, origin… or other status. The KGASF empowers Indigenous students by providing financial resources for education, which is a key driver of social and economic inclusion.
5. Under SDG 14 (Life Below Water):
   • Target 14.2: By 2020, sustainably manage and protect marine and coastal ecosystems. Students like Ilene Goudy, who works on “coho salmon recovery” and “habitat enhancement,” and Jaycee Williford, inspired by “Tribal efforts to restore Kokanee salmon runs,” are being trained to contribute directly to this target.
   • Target 14.a: Increase scientific knowledge, develop research capacity and transfer marine technology… to improve ocean health and to enhance the contribution of marine biodiversity to the development of developing countries. The scholarships support students pursuing degrees like “M.S. degree in Biological Sciences” and “B.S. Degree in Fisheries and Wildlife Science,” which builds the scientific and research capacity within Tribal communities.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article mentions or implies several qualitative and quantitative indicators that can be used to measure progress:

1. For SDG 4 (Quality Education):
   • Indicator: The number of scholarships awarded to Indigenous students. The article explicitly lists seven recipients for the 2025-2026 period.
   • Indicator: The level of academic achievement of recipients. The article notes that “Several of the applicants have consistently earned a place on the Dean’s List,” which is a measure of quality.
   • Indicator: The number of students pursuing degrees in specific, high-demand fields. The article lists the specific degrees being pursued, such as “Fisheries and Wildlife Science,” “Marine Biology,” and “Environmental Science.”
2. For SDG 10 (Reduced Inequalities):
   • Indicator: The number of students from specific Indigenous groups supported. The article names the Tribal affiliations of the recipients, such as “Keweenaw Bay Indian Community,” “Penobscot Nation,” “Yakama Nation,” and others, demonstrating the program’s targeted reach.
3. For SDG 14 (Life Below Water):
   • Indicator: The number of trained professionals entering the workforce for natural resource management. The article highlights that the students plan careers in these fields, with one stating she “plans a career in natural resources and cultural food sovereignty, working with Tribal agencies.”
   • Indicator: Involvement in specific conservation and restoration projects. The article mentions students’ experience with “coho salmon recovery,” “habitat enhancement,” and “hatcheries,” which are tangible conservation actions.
4. For SDG 2 (Zero Hunger):
   • Indicator: The number of individuals trained to work in food production and sovereignty. The students’ focus on aquaculture and fisheries management is a direct contribution to the human capital needed to enhance “Tribal food security.”

4. Table of SDGs, Targets, and Indicators

Source: thefishsite.com