Date of Award

Summer 8-1-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

College

College of Education and Social Sciences

First Advisor

Sheena Kauppila

Second Advisor

Catherine Scott

Third Advisor

Danny Malone, Jr.

Abstract

Studies indicate that minoritized students attending Predominantly White Institutions (PWI) may struggle with engagement and establishing a sense of belonging. Peer mentoring may play a role in enhancing these opportunities to foster academic performance and retention. The sense of belonging and engagement for minoritized students at a PWI is essential to their academic sustainability. This qualitative narrative analysis study uses Strayhorn’s (2012) theory of college students’ sense of belonging as the theoretical framework to explore the peer mentoring experiences of 10 Black first-year students participating in a stand-alone model. Interviews were used to acquire insight into peer mentoring’s influence on belonging and engagement while attending a PWI. The themes that emerged were (1) Connectedness and Inclusivity and (2) Awareness and Utilization of Academic Support. The findings indicate peer mentees' connection to peers and peer mentors through bonding and social involvement experiences. Peer mentees were made aware and utilized academic and campus resources from academic referrals, mental health wellness, and food insecurity referrals. Strayhorn’s theory of college students’ sense of belonging showed that most mentees felt connected, valued, and mattered to their peer mentors.

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