Existing research on peer-to-peer mentoring has focused mainly on cross-age peer mentoring with several years difference between mentor and mentees (Karcher, 2005, 2007; Willis, Bland, Manka, & Craft, 2012) and the impact of peer mentoring on the mentee. The aim of this exploratory study was to examine the relationship between high school senior mentors participating in a high school based peer-to-peer mentoring program and their experience and perceptions as a result of being a part of the mentoring program. This study was conducted to obtain information about a mentoring program through the lens of the twelfth-grade student mentors at a predominately African-American high school. These students were able to reflect on what it means to be a senior mentor, why they chose to become a mentor and share their experience as a senior mentor. The experience of the peer mentors involved in a high school peer mentoring program is an area that has not been sufficiently investigated. This exploratory case study used data from individual interviews, a focus group and observations to understand the experiences of mentors during their time in the program. This study served to inform school leaders on the experience of senior mentors in a peer-mentoring program and how the mentors viewed their role while involved in a high school peer mentoring program.
|Department:||Education and Human Services|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 80/05(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Secondary education|
|Keywords:||Freshmen, Mentoring, Mentors, Peer, School|
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