Insights From a Native American Tutoring Program

• In Event: How Highly Effective Teachers Create Equitable Educational Opportunities for Historically Marginalized Youth

Abstract

Native American students represent a student population that has traditionally underperformed in statewide and nationwide assessments aimed at documenting the growth made by specific student populations. One recent study of highly effective teachers (HETs) working with marginalized student populations examined the essence of what occurs in these classrooms to improve the learning trajectories of students. Using a Grounded Theory approach (Glaser, 2003), one research team observed tutoring sessions, conducted interviews of the tutors, and analyzed program survey data to gain a deeper understanding of the program and how students were supported academically to increase college going rates.
The HET data for the overall study was collected from three Southern California school districts and one Native American reservation. This portion of the study focused solely on the insights gathered from the qualitative data gathered from a Southern California Native American tutoring program. The Native American tutoring program provides academic tutoring and college guidance support and serves students from elementary through high school. Most of the Native American students were primarily enrolled in nearby California public schools and attended the program in the afternoon.
Some major findings include: 1) strong relationship with students and families, 2) content was connected with student background and made relevant, 3) high expectations for learning and accountability, 4) positive language and interactions, 5) the negotiation between student and tutor, 6) emphasis on staying focused, and 7) the role of specific feedback.
Our research also captures important student voices depicting their perceptions of the program and the instructional techniques utilized in the tutoring programs. The findings from the research of the Native American tutoring program will serve to validate key themes found in the literature, while adding to the Native American educational literature. Lastly, the study provides practical suggestions for teachers, administrators and educational researchers seeking ways to support Native American students and ultimately improve their educational outcomes and college-going rates.

Author

• Alejandro Benjamin Lopez, Claremont Graduate University