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The Post-Pandemic Achievement Gap in Indigenous Students in a First-Semester Mixed-Level Language Course.

Authors :
Diaz-Collazos, Ana Maria
Source :
Critical Questions in Education; Summer2024, Vol. 15 Issue 2, p98-116, 19p
Publication Year :
2024

Abstract

This paper analyzes data from Native American students' attainment in a first-semester Spanish language course at an indigenous-serving institution before, during, and after the pandemic. The gap between Native American and non-Native American students increased during the first post-pandemic semester to the point that just one out of 11 Native Americans passed the course in the fall of 2021. After that, the gap between Native American and non-Native American students gradually narrowed until reaching the lowest failing grades of 23% in the spring 2023. In my teaching, Native American students benefit from a classic teaching style involving longer lecture time, monitored note-taking, consistent attendance requirements, in-person communication, and clearly communicated differentiation strategies for grading. This may align with the cycle of learning outlined by Benally (1994): Nitsáhákees (Thinking), Nahat'á (Planning), Iiná (Living) and Sihasin (Assuring). [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
23273607
Volume :
15
Issue :
2
Database :
Complementary Index
Journal :
Critical Questions in Education
Publication Type :
Academic Journal
Accession number :
177976501