Naomi R. Lee

Supplementary Table S1: 16S rRNA sequencing data.

Supplementary Figure S2: BV-associated bacteria positively correlate with each other and negatively correlate with Lactobacillus species, including L. crispatus and L. jensenii.

Supplementary Table S4: Differences in global health and perceived stress measurements between hrHPV-positive and hrHPV-negative participants.

Supplementary Table S3: Differences in global health and perceived stress measurements between participants with Lactobacillus-dominant microbiota and non-Lactobacillus-dominant microbiota.

Supplementary Figure S1: Vaginal microbiota profiles cluster based on Lactobacillus dominance and not clinical or sociodemographic factors.

Supplementary Table S5: Differences in global health and perceived stress measurements between Native and non-Native participants.

Supplementary Figure S3: Associations of Lactobacillus abundance with race, vaginal pH, and HPV status.

Supplementary Table S2: Differences in demographic, socioeconomic and behavioral/life style factors between participants with Lactobacillus-dominant microbiota and non-Lactobacillus-dominant microbiota.

Human papillomavirus (HPV) is the most common sexually transmitted infection. Among Native Americans, HPV-associated cancers can lead health disparities in cervical cancer and increased rates of oral cancer in men. We designed a pilot study using a culturally tailored educational intervention aimed to improve knowledge and attitudes toward HPV and the vaccine among community members and healthcare providers in Northern Arizona. The one-hour intervention included in-person and online presentations, along with pre-and post-electronic surveys that assessed changes in knowledge and attitudes regarding HPV. The surveys featured demographic questions, true/false knowledge questions, and vignettes. Of the 67 participants in the intervention, the majority were females aged 18 to 55 years. About 32% identified as Native American, 47% as non-Hispanic White, and 8% as Hispanic. Students comprised the majority (46%) of participants, while healthcare providers, educators, staff, and social workers accounted for 25%. Attitudes towards HPV and the vaccine indicated that 93% of participants recognized the importance of catching up on vaccinations, though only 64% supported vaccination following a positive Pap test. Vignettes showed generally positive attitudes towards vaccination, with strong agreement on its importance and safety. Knowledge about HPV, the vaccine, and its association with cancer improved following the intervention. The pilot study demonstrates that culturally tailored educational interventions can effectively enhance knowledge and attitudes toward HPV and its vaccine, potentially reducing cancer-related disparities in Native American communities. Ongoing efforts are necessary to address remaining gaps in awareness and vaccine uptake.

Science self-efficacy describes the confidence individuals have in their ability to accomplish specific scientific practices. Self-efficacy is one factor linked to success and persistence within STEM fields. The purpose of this protocol is to provide research laboratories with effective methods for teaching and mentoring new students in molecular biology, specifically in the synthesis of virus-like particles (VLPs) derived from bacteriophages. VLPs are multivalent nanoparticle structures that can be utilized in multiple biomedical applications, including platforms for vaccine and drug delivery. Production of bacteriophage VLPs using bacterial expression systems is feasible in most laboratory settings. However, synthesizing and characterizing VLPs can be challenging for new researchers, especially those with minimal laboratory experience or a lack of foundational knowledge in molecular biology. To address this, a multi-phase training protocol was implemented to train new students in VLP synthesis, purification, and characterization. This model was optimized for training numerous high school and undergraduate students. By implementing this multi-phase methodology, the students’ confidence in their abilities to perform specific tasks increased and likely enhanced their persistence in STEM.