Place of Publication
Auckland, New Zealand
School of Art and Humanities
Peer mentoring is considered an effective vehicle for addressing anti-social behaviours and improving students’ academic achievement and retention. Consequently, discussions on the subject have received considerable traction in the education literature in recent times, most of which depicts its usefulness as well as factors that contribute to successful design and implementation. One issue that has not received adequate attention in the peer mentoring literature, which this reflection paper seeks to address, relates to whether demographic attributes such as gender, race and ethnicity influence mentoring outcomes for mentors and mentees. Drawing on the Top Up mentoring programme at Edith Cowan University, Western Australia as a case study, the paper argues that both same and mixed demography peer mentoring are mutually beneficial for mentors and mentees and that their usefulness should be viewed as situational.
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