Document Type

Article

Publication Date

4-3-2023

Journal / Book Title

Youth

Abstract

Peer mentoring programs have proven to be extremely successful for high school students. Yet, most educational research studies rarely seek to understand the perspectives of peer mentors and the impact peer mentoring can have on their development. Even more limited is the research highlighting the experiences of Black and Hispanic peer mentors who reside in urban communities. This qualitative study examines (n = 14) Black and Hispanic high school peer mentors’ roles in providing support to their mentees and their perceived benefit of being a mentor. All peer mentors in the study attended high school in an urban, under resourced community in New Jersey. Analysis revealed three major themes: (1) leadership abilities; (2) witnessing their strengths through motivating others; and (3) Family influences on their mentoring style. We discuss the implications of our findings on future research and educational programming utilizing peer mentors to benefit urban youth of color.

DOI

10.3390/youth3020034

Rights

© 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).

Published Citation

Opara, I., Metzger, I. W., Dawoud, S., Pierre, K., Assan, M. A., Garcia-Reid, P., & Reid, R. J. (2023). “It Makes Me Feel like I Can Make a Difference”: A Qualitative Exploration of Peer Mentoring with Black and Hispanic High School Students. Youth, 3(2), 490-501. https://doi.org/10.3390/youth3020034

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