The Experience of Students With Low Academics in Inner-City High Schools Who Received Tutoring Outside of School Hours: A Transcendental Phenomenological Study

The purpose of this qualitative phenomenological study was to understand the lived experience of students with low academic achievement in inner-city high schools in New York City who received academic tutoring outside of school hours. The theory guiding this study was Gay’s culturally responsive teaching (CRT), as it emphasized educational equality for ethnically diverse learners and educators’ cultural competence for effective learning experiences, in this case, tutoring. The central research question was: What are the lived experiences of students in inner-city high schools with low academics receiving tutoring outside of school hours? A qualitative transcendental phenomenological methodology was chosen to explore participants’ experiences and gain deeper insights into tutoring influencing students’ academic performance while considering their unique challenges. Data was collected from 10 participants who attended various inner-city schools in New York City. The data was collected through individual semi-structured interviews, focus group sessions, and letter-writing documents. The data was analyzed following Moustakas’ transcendental phenomenological approach, where themes were identified to develop a composite description of the phenomenon, ultimately revealing the essence of participants’ experiences. The themes that emerged from the data analysis were (a) academic obstacles, (b) the importance of the tutor-student relationship, (c) the value of tutoring, and (d) cultural and racial dynamics. The study’s findings highlighted the importance of nurturing a positive tutor-student relationship, incorporating cultural relevance in tutoring, and providing individualized tutoring. The findings indicated that the use of CRT in tutoring could be a crucial and effective approach to reduce the educational achievement gap.