School of Mathematical & Statistical Sciences Faculty Publications

Important characteristics and roles of near-peer mentors for engaging students in informal mathematics learning

Document Type

Article

Publication Date

5-21-2026

Abstract

Purpose: The aim of this paper is to explore the characteristics and roles of near-peers in mentoring and influencing high school students in an informal mathematics learning environment.   Design/methodology/approach: Eight college students (six male and two female) participated in the “Follow Me into Math” (FMiM) project as near-peer mentors. Participants engaged in focus groups. Analysis of the focus groups employed a thematic narrative approach. Additionally, a priori themes were integrated to investigate the near-peer mentors’ perspectives on the characteristics needed to fulfill their roles and support their mentees.   Findings: Data from focus groups with eight near-peer mentors showed that the most influential mentors’ characteristics were those that supported mentees’ psychosocial functioning.   Research limitations/implications: The responses from the near-peers may have been influenced by pre-existing notions of the role of a mentor and their characteristics, shaped by past experiences or driven by socially acceptable opinions.   Originality/value: This study contributes to the literature by offering insights into the key characteristics needed to effectively engage younger mentees in educational settings, as seen from the perspective of near-peer mentors. It highlights important considerations for ensuring near-peer mentors are well-suited for their mentoring roles.

Publication Title

International Journal of Mentoring and Coaching in Education

DOI

10.1108/IJMCE-05-2024-0058

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