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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 |
| Department: | Educational Leadership |
| School Location: | United States -- California |
| Source: | DAI-A 74/09(E), Dissertation Abstracts International |
| Source Type: | DISSERTATION |
| Subjects: | Higher Education Administration, Educational leadership, Higher education |
| Keywords: | Engagement, First generation college students, Leadership development, Peer mentors, Student development, Transformative learning |
| Publication Number: | 3561417 |
| ISBN: | 978-1-303-08506-2 |
