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- Title
The Post-Pandemic Achievement Gap in Indigenous Students in a First-Semester Mixed-Level Language Course.
- Authors
Diaz-Collazos, Ana Maria
- 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).
- Subjects
ACHIEVEMENT gap; NATIVE American students; TEST-taking skills; TEACHING methods; SPANISH language; NATIVE Americans; STUDENTS; INDIGENOUS peoples
- Publication
Critical Questions in Education, 2024, Vol 15, Issue 2, p98
- ISSN
2327-3607
- Publication type
Article