Benefits and Motives for Peer Mentoring in Higher Education: An Exploration through the Lens of Cultural Capital

Autor/inn/en	Hayman, Rick; Wharton, Karl; Bruce-Martin, Claire; Allin, Linda
Titel	Benefits and Motives for Peer Mentoring in Higher Education: An Exploration through the Lens of Cultural Capital
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 30 (2022) 2, S.256-273 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2022.2057098
Schlagwörter	Peer Teaching; Higher Education; Cultural Capital; Undergraduate Students; Foreign Countries; Student Role; Student Experience; Student Attitudes; Social Responsibility; Moral Values; At Risk Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Studienerfahrung; Schülerverhalten; Soziale Verantwortung; Moral value; Ethischer Wert
Abstract	Despite the large and diverse cohorts recruited annually across the globe to university sport programmes, few studies have assessed the value of peer support within sports education settings. Even more surprising is the lack of research to have explored the encounters of peer mentors who help deliver these schemes and the impact it had on their professional development. Conducted at a post-92 English university, this study explored the benefits and motives of students volunteering to become peer mentors in their second year of university. Drawing on Bourdieu's key concepts as the guiding theoretical framework, the study suggests that participants, who were predominantly first generation to attend university, engaged in peer mentoring to develop cultural capital for their chosen professional field, but also to give back and support the development of social and cultural capital for mentees. Practical implications for developing future peer support programmes are presented, as are future research avenues and limitations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01