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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 / January 2020

male mentor with diverse group of students

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.

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