Document Type

Conference Proceeding

Publisher

STARS Conference

Place of Publication

Auckland, New Zealand

School

School of Arts & Humanities

RAS ID

26582

Comments

Originally published as: Adusei-Asante, K. (2018, July). Do same-demography mentoring programmes make any difference to mentees’ learning outcomes? Reflections on the Top Up programme. In Proceedings of STARS conference. Auckland: New Zealand. Original article available here

Abstract

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.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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