Fostering Historically Underserved Students' Success: An Embedded Peer Support Model that Merges Non-Cognitive Principles with Proven Academic Support Practices
Document Type
Article
Publication Date
3-19-2020
Publication Title
The Review of Higher Education
Volume
892
Issue
1
First page number:
861
Last page number:
885
Abstract
This study investigated how an embedded peer support model that integrates non-cognitive principles, academic support, and peer mentoring affected students' success in completing gateway first-year courses as well as key measures such as retention at a Hispanic- and Minority-Serving Institution. The results show that the program had a statistically significant effect on the success metrics of first-generation, Pell-receiving, and racial/ethnic minority students. This program provides a potential model for reducing achievement gaps in higher education; however, the impacts on long-term retention and graduation require further investigation.
Keywords
Embedded peer support; Non-cognitive principles; Achievement gap; First-generation
Disciplines
Academic Advising | Scholarship of Teaching and Learning | Student Counseling and Personnel Services
Language
English
Rights
IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/
Repository Citation
Tucker, K.,
Sharp, G.,
Shi, Q.,
Scinta, T.,
Thanki, S.
(2020).
Fostering Historically Underserved Students' Success: An Embedded Peer Support Model that Merges Non-Cognitive Principles with Proven Academic Support Practices.
The Review of Higher Education, 892(1),
861-885.
http://dx.doi.org/doi:10.1353/rhe.2020.0010