<p> The purpose of this phenomenological study was to explore how lived experiences prompt first-generation college students to engage as peer mentors, and how they experienced leadership development. Participants included thirteen first-generation college students, who engaged in peer mentoring. An explanatory model that surfaced from data collection is presented, demonstrating the process of leadership development that some first-generation college students underwent through their participation as peer mentors. Family, service, and validation, emerged as the central phenomenon of the model, which also included emerging themes: (a) (dis)engagement, (b) peer mentor engagement, (c) intrapersonal development, (d) professional development, and (e) transformational learning. </p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3561417 |
| Date | 26 June 2013 |
| Creators | Price, Kristin L. |
| Publisher | California Lutheran University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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