The purpose of this phenomenological study was to explore how lived experiences prompt first-generation college students to engage as peer mentors, and how they experienced leadership development. Participants included thirteen first-generation college students, who engaged in peer mentoring. An explanatory model that surfaced from data collection is presented, demonstrating the process of leadership development that some first-generation college students underwent through their participation as peer mentors. Family, service, and validation, emerged as the central phenomenon of the model, which also included emerging themes: (a) (dis)engagement, (b) peer mentor engagement, (c) intrapersonal development, (d) professional development, and (e) transformational learning.
|Advisor:||Pena, Edlyn Vallejo|
|Commitee:||Gillies, Bruce G., Uellendahl, Gail E.|
|School:||California Lutheran University|
|School Location:||United States -- California|
|Source:||DAI-A 74/09(E), Dissertation Abstracts International|
|Subjects:||Higher Education Administration, Educational leadership, Higher education|
|Keywords:||Engagement, First generation college students, Leadership development, Peer mentors, Student development, Transformative learning|
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