Aided by Extant Data: The Effect of Peer Mentoring on Achievement for College Students with Disabilities

Autor/inn/en	Lombardi, Allison; Rifenbark, Graham G.; Monahan, Jessica; Tarconish, Emily; Rhoads, Christopher
Titel	Aided by Extant Data: The Effect of Peer Mentoring on Achievement for College Students with Disabilities
Quelle	In: Journal of Postsecondary Education and Disability, 33 (2020) 2, S.143-154 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-7762
Schlagwörter	Peer Teaching; Mentors; Students with Disabilities; College Students; Program Effectiveness; Academic Achievement; Private Colleges; Grade Point Average; Academic Probation; Intervention; Autism; Pervasive Developmental Disorders; Attention Deficit Hyperactivity Disorder + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Collegestudent; Schulleistung; Privathochschule; Autismus
Abstract	While peer mentor programs for students with disabilities in higher education are increasing in prevalence, the research examining the effectiveness of these programs remains limited. In this study, the effect of one college peer mentoring program on academic performance at a small, private four-year university was examined. The sample was drawn from all students registered with the Office of Disability Services (n = 287), some of whom participated in a peer mentoring intervention as well as a comparison group comprised of non-participants. In light of the observational nature of the data, propensity score weighting and matching were used to adjust for possible confounding variables and to explore robustness to different methodological approaches. Logistic and linear regression methods were used to examine the effect of peer mentoring on academic probation status and grade point average (GPA), respectively, while incorporating propensity score-based adjustments. There were no significant differences between the intervention and comparison groups for either outcome; however, intervention group students had a statistically significantly higher number of accommodations available to them. The study illustrates that extant data, when used in conjunction with appropriate statistical adjustments, is a viable alternative to randomized studies. Implications for higher education researchers and practitioners are discussed, including suggestions to collect various types of non-academic data (e.g., satisfaction, well-being, self-determination surveys) as well as examine structural factors of the program (e.g., mentor-mentee relationships, mentor training) in order to better understand the possible benefits of peer mentor programs and the need for collaborative partnerships between disability services, student affairs, researchers, and institutional research staff. (As Provided).
Anmerkungen	Association on Higher Education and Disability. 8015 West Kenton Circle Suite 230, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: JPED@ahead.org; Web site: https://www.ahead.org/professional-resources/publications/jped
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01