Structured Opportunities: Exploring the Social and Academic Benefits for Peer Mentors in Retention Programs

Abstract

Informed by the experiences of former peer mentors, this qualitative study examines the structure of opportunity of a university retention program. Extending the concept of social capital, the study investigates the experiences of students who served as peer mentors, and how their involvement in the retention program has influenced their social and academic development while in college. Findings suggest that employing peer mentors can be mutually beneficial to retention efforts since the peer mentors were trained to demonstrate aspects of advocacy, role modeling, and acting as human bridges for the program participants while also benefiting from those very forms of institutional support embedded in the program structure. Specifically, peer mentors developed important peer-to-peer and peer-to-staff social relationships that aided in their own retention.

Characteristics and Correlates of Supportive Peer Mentoring: A Mixed Methods Study

“…For example, with respect to benefits reported by mentors, we found that a large percentage of mentors enjoyed providing assistance to, and forming personal relationships with mentees, which was consistent with previous research (Good et al, 2000;Heirdsfield et al, 2008;Hill & Reddy, 2007;Holt & Berwise, 2012;Kiyama & Luca, 2013;National Resource Center, 2009;Reyes, 2011), as was our subtheme of improved writing skills (National Resource Center, 2009). Mentors' perceived improvement in their organizational skills also was consistent with prior research (Harmon, 2006;National Resource Center, 2009), as was the subtheme of enhanced self-awareness (Harmon, 2006;Hill & Reddy, 2007).…”

“…Improved time management and organizational skills also have been consistent themes in mentors' reflections (Hall & Jaugietis, 2011;Harmon, 2006;National Resource Center, 2009), which relates to a larger theme of enhanced self-awareness (Harmon, 2006;Hill & Reddy, 2007). Other reported benefits, such as enhanced awareness of social justice issues (Kiyama & Luca, 2013), leadership skills (Good et al, 2000), or group-guidance skills (Skaniakos, Penttinen, & Lairio, 2014) may be more program specific, but significant nonetheless. The numerous common themes that have emerged from these studies are notable given the heterogeneity in program structure, curriculum, and program participants.…”

“…Few studies have employed a mixed methods approach to evaluate both the process and outcomes of peer mentoring; still fewer have collected data mentors stand to benefit considerably from their experience, but also face numerous common challenges. Interestingly, despite the fact that most peer mentor programs have an academic focus, one benefit identified in nearly every study was enhanced interpersonal skills, such as better communication, listening, and assertion skills for the mentor (Good, Halpin, & Halpin, 2000;Hall & Jaugietis, 2011;Harmon, 2006;Heirdsfield et al, 2008;Hill & Reddy, 2007;Kiyama & Luca, 2013;National Resource Center, 2009;Reyes, 2011). Relatedly, in numerous studies, mentors reported enjoying the ability to expand their social network by forming new relationships with groups such as students (mentees), other mentors, faculty, and administrators (Good et al, 2000;Heirdsfield et al, 2008;Hill & Reddy, 2007;Holt & Berwise, 2012;Kiyama & Luca, 2013;National Resource Center, 2009;Reyes, 2011).…”

Integrated Support Strategies for Promotion of Students’ Retention and Achievement During First Years of College

“…These peer tutors are selected for their high academic performances and social skills and typically receive specialized training under the aegis of the college's educational support services including Learning Assistance Center or Academic Enrichment. Higher education research on peer teaching/learning consistently shows both the peer learner and the peer-teacher experience significant gains in learning from the collaborative interactions (Cottam, Menzel, & Greenblatt, 2011;Kiyama & Luca, 2016). Additionally, the peer-tutoring students display deeper levels of understanding of the concepts of the subjects they teach to other students (Benware & Deci, 1984) and achieve greater mastery of the course content (Philipp, Tretter, & Rich, 2016), and show positive impact on overall student engagement and retention in students with underdeveloped basic-academic skills (Callahan, 2009;Peck, 2011;Flores & Duran, 2013).…”

Making Meaning of Peer Mentorship for Black Male Community College Students

“…The notion of peer mentoring suggests an ongoing relationship whereby a "more experienced student helps a less experienced student (mentee) improve overall academic performance by providing advice, support, and knowledge" (Moschetti, Plunkett, Efrat, & Yomtov, 2017, p. 2). Peer mentoring has been noted as an influential factor in the retention of college students, particularly among first-generation college students, first-year college students, and racial/ethnic minorities (Asgari & Carter, 2016;Jaswal & Jaswal, 2008;Keup, 2016;Kiyama & Luca, 2014;Rios-Ellis et al, 2015;Shotton et al, 2007). Peer mentoring has been linked to increases in students" academic performance, selfefficacy, and social integration (Asgari & Carter, 2016;Hall & Jaugietis, 2011;Morales et al, 2016;Moschetti, Plunkett, Efrat, & Yomtov, 2017).…”