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Abstract
The purpose of this study was to investigate the potential of promoting student success via involvement in a peer mentor program at the community college setting. This was a summative study that utilized an evaluation survey design, both quantitative and qualitative participant feedback, and descriptive statistics to organize the research data. Treatment of the data consisted of two parts. Protégé pre and post-intervention outcomes were compared to detect the impact of the mentor process on protégé participants over time. Qualitative data were also gathered from the protégé post-intervention tool to determine categories of benefits to the protégé from the mentor relationship. In addition, information was gathered regarding protégé intention to continue studying at the College to determine the impact of the mentor process on intention to persist to graduation. Finally, the effect of the mentor process on the mentor was evaluated based on mentor post-intervention responses that were primarily qualitative in nature. Results of the study indicated that the peer mentor program appeared to positively impact protégé commitment to the course of study; increased satisfaction with the College environment; and provided meaningful emotional support along with academic assistance that contributed to protégé success. Benefits identified for protégés were in the two general areas: support systems that developed because of the experience and assistance with academic issues. In addition, preliminary retention data indicated that 100 percent of the protégé participants will be returning to the College in the Fall semester compared to an estimated retention rate across campus of 60 to 65 percent. Mentor respondents considered themselves effective although they consistently rated themselves as less helpful with emotional support, personal advice, and academic assistance than they were rated by their protégé peers. Qualitative data collected from mentors on perceived benefits emphasized the satisfaction gained from helping others; the chance to refresh previously learned material; and the opportunity to authentically practice skills that could be transferred into the workplace. As with the protégé responses, the clearest disadvantage to mentors was difficulty in finding the necessary time to meet with protégé counterparts. The findings of the study indicate the value as well as direction of further research to promote a better understanding of the dynamics and results of peer mentor relationships in academic settings.
