Reducing the grade disparities between American Indians and Euro-American students in introduction to psychology through small-group, peer-mentored, supplemental instruction

Morris Alan Okun, Anna Berlin, Jeanne Hanrahan, James Lewis, Kathryn Johnson

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Supplemental instruction (SI) is a small-group, peer-mentored programme which is compatible with the learning preferences of American Indian students. We tested the hypothesis that SI is a compensatory strategy that reduces the differences in the grades earned in introduction to psychology by Euro-American and American Indian students. The sample consisted of 129 American Indian students and 4588 Euro-American students enrolled in introduction to psychology at a US university. As hypothesised, a multi-level model yielded a significant (p < .01) interaction between SI and ethnicity on course grade. Whereas for non-SI users, the gap between Euro-American and American Indian students was.71 grade points, for SI users, it was only.15 grade points. Strategies should be devised for increasing SI visits by students enrolled in introduction to psychology, particularly those who belong to American Indian tribes.

Original languageEnglish (US)
Pages (from-to)176-191
Number of pages16
JournalEducational Psychology
Volume35
Issue number2
DOIs
StatePublished - Feb 17 2015

Fingerprint

Peer Group
North American Indians
American Indian
small group
psychology
Students
Psychology
instruction
student
Population Groups
ethnic group
ethnicity
Learning
university
interaction
learning

Keywords

  • American Indians
  • college students
  • course grades
  • supplemental instruction

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Experimental and Cognitive Psychology
  • Education

Cite this

Reducing the grade disparities between American Indians and Euro-American students in introduction to psychology through small-group, peer-mentored, supplemental instruction. / Okun, Morris Alan; Berlin, Anna; Hanrahan, Jeanne; Lewis, James; Johnson, Kathryn.

In: Educational Psychology, Vol. 35, No. 2, 17.02.2015, p. 176-191.

Research output: Contribution to journalArticle

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