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Mentoring American Indian Students in an Urban High School

Abstract:This report describes a grass roots mentoring program for American Indian students in a Montana urban high school and explores its impact from the perspective of teacher-mentors. Qualitative methodology is used in analyzing four interviews. This small sample from one school suggests that mentoring could provide caring advocates for urban American Indian students. In the process of developing relationships and assisting students with setting and working toward academic goals, teachers become more culturally responsive and express awareness of developing a more empowering school culture.