Private tutoring: An intersection of economic interests and social capital

Little academic information exists regarding how private for-fee tutors view the business of tutoring and how they serve the needs of their clients. This study examined whether tutors view the provision of education as a fungible commodity driven by a business model or as a value-laden educational service. Using the concepts of globalization and social capital as a framework, this phenomenological qualitative study examined 9 California tutors' experiences and reflections concerning the possible tension caused by business needs versus the providing of educational social capital. Data were collected using a series of in-depth semi-structured interviews. QSR's XSight2 software was used to code data, and patterns and themes were identified. Results indicated that private for-fee tutors discussed education as a commodity but chose to provide a value-laden educational service. The tutors recognized the conflict between business and educational goals, but placed more value on their clients' academic progress than on business goals. Tutors reported that parents viewed academic progress as evidenced by improved grades, while tutors wanted to emphasize the viewing of academic progress as increased enjoyment of learning. The educational reform efforts of No Child Left Behind use tutoring as a common remedy for narrowing achievement gaps. This study can contribute to social change by informing proactive planning of school officials toward spelling out clear expectations related to tutorial services that are expected from approved providers. These data can also be employed to help design consumer information programs that educate parents about the long term benefits of the tutorial relationship that facilitate learning beyond the more immediate achievement goals of better grades.