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Exploring Peer Mentors' Roles in a College Student Transition Mentoring Program

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Title: Exploring Peer Mentors' Roles in a College Student Transition Mentoring Program
Language: English
Authors: Joseph Y. Cho, Jihye Lee, Daniel D. Foster, Laura L. Rice
Source: NACTA Journal. 2025 69:87-95.
Availability: North American Colleges and Teachers of Agriculture. 1014 6th Avenue, Huntington, WV 25701. Tel: 208-957-7001; e-mail: support@nacta.org; Web site: https://nactateachers.org/
Peer Reviewed: Y
Page Count: 9
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Mentors, Peer Relationship, College Students, Agricultural Colleges, State Universities, Student Role
Geographic Terms: Pennsylvania
ISSN: 0149-4910
Abstract: Peer mentoring programs are common throughout the US in supporting college students who are transitioning to a new campus, yet most studies on peer mentoring have described who peer mentors are rather than capturing what the peer mentors' role is or tasks that they engage in during peer mentoring. The purpose of this case study was to explore peer mentors' roles in a mentoring program supporting students in an agricultural sciences college at The Pennsylvania State University. This research used six-phase thematic analysis. A total of six female peer mentors participated in the research, and four primary roles being filled by peer mentors were identified: active communication, information support, safe space, and context awareness. The findings align with Schlossberg's (1981) transition theory and provide scholars and practitioners with a deeper understanding of peer mentoring to provide a possible road map for purposeful professional development of peer mentors targeting the roles they might be asked to fill as peer mentors.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1486611
Database: ERIC
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  Data: Exploring Peer Mentors' Roles in a College Student Transition Mentoring Program
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  Data: <searchLink fieldCode="AR" term="%22Joseph+Y%2E+Cho%22">Joseph Y. Cho</searchLink><br /><searchLink fieldCode="AR" term="%22Jihye+Lee%22">Jihye Lee</searchLink><br /><searchLink fieldCode="AR" term="%22Daniel+D%2E+Foster%22">Daniel D. Foster</searchLink><br /><searchLink fieldCode="AR" term="%22Laura+L%2E+Rice%22">Laura L. Rice</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22NACTA+Journal%22"><i>NACTA Journal</i></searchLink>. 2025 69:87-95.
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  Data: North American Colleges and Teachers of Agriculture. 1014 6th Avenue, Huntington, WV 25701. Tel: 208-957-7001; e-mail: support@nacta.org; Web site: https://nactateachers.org/
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  Data: Peer mentoring programs are common throughout the US in supporting college students who are transitioning to a new campus, yet most studies on peer mentoring have described who peer mentors are rather than capturing what the peer mentors' role is or tasks that they engage in during peer mentoring. The purpose of this case study was to explore peer mentors' roles in a mentoring program supporting students in an agricultural sciences college at The Pennsylvania State University. This research used six-phase thematic analysis. A total of six female peer mentors participated in the research, and four primary roles being filled by peer mentors were identified: active communication, information support, safe space, and context awareness. The findings align with Schlossberg's (1981) transition theory and provide scholars and practitioners with a deeper understanding of peer mentoring to provide a possible road map for purposeful professional development of peer mentors targeting the roles they might be asked to fill as peer mentors.
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      – Text: English
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        StartPage: 87
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      – SubjectFull: Mentors
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      – SubjectFull: College Students
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      – SubjectFull: Agricultural Colleges
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      – SubjectFull: State Universities
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      – SubjectFull: Student Role
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      – SubjectFull: Pennsylvania
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      – TitleFull: Exploring Peer Mentors' Roles in a College Student Transition Mentoring Program
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