Peer Mentoring as a Catalyst for Low-Income Student Success
Kitchen, J. A., Culver, K. C., Rivera, G., & Corwin, Z. B. (2025). Promoting low-income college student success through peer mentoring: A mixed methods examination. Teachers College Record, 127(2), 103–140. https://doi.org/10.1177/01614681251334786
Introduction
Low-income students encounter distinct cultural and social challenges when transitioning to college, often struggling in environments that are shaped by middle- and upper-class norms. These challenges contribute to disparities in persistence and graduation rates. Peer mentoring has emerged as a popular intervention, yet rigorous empirical research specifically examining its effects on low-income students is scarce. Kitchen and colleagues (2025) evaluated the Thompson Scholars Learning Community (TSLC) peer mentoring program at a three-campus Midwestern university system, focusing on its impact on first-year low-income students’ academic and psychosocial success. The researchers sought to determine whether engagement with peer mentors predicted improved outcomes and, if so, to explore how these benefits were achieved.
Methods
A concurrent mixed methods design integrated quantitative and qualitative data. Quantitatively, the study analyzed two cohorts (2015, 2016) of TSLC participants (n = 786) using multiple regression to examine the relationship between peer mentoring engagement and six outcomes: sense of belonging, mattering, academic self-efficacy, social self-efficacy, major and career self-efficacy (MCSE), and first-year GPA. Models controlled for demographic, academic, and program engagement variables. Qualitatively, longitudinal interviews were conducted with 83 students (over 900 transcripts across three years).
Results
Quantitative analyses showed that higher engagement with peer mentors significantly predicted greater sense of belonging, mattering, academic self-efficacy, and MCSE. No significant effects were found for social self-efficacy or GPA. Effect sizes for belonging, academic self-efficacy, and MCSE were in the medium range.
Qualitative findings revealed three mechanisms through which peer mentoring promoted success:
-
Proactive College Guidance: Mentors initiated contact, provided resource navigation, normalized help-seeking, and advised on academic, social, and career opportunities.
-
Validating Messages: Mentors conveyed affirmation, encouragement, and recognition of both effort and achievement, bolstering confidence and belonging.
-
Holistic Support: Mentors addressed both academic and personal well-being, fostering tailored relationships that reinforced students’ sense of mattering.
Discussion
The study demonstrates that when peer mentoring is implemented as part of a structured, well-trained, and proactive support system, psychosocial outcomes linked to retention and success among low-income students can enhance significantly. The mixed methods approach adds depth by explaining how these benefits emerge, highlighting the importance of proactive outreach, validation, and holistic care. While GPA gains were not immediate, psychosocial improvements may contribute to long-term academic persistence.
Implications for Mentoring Programs
Practitioners should design peer mentoring with intentional training in proactive outreach, validation, and holistic support. Matching mentors to mentees based on shared experiences, ensuring ongoing mentor development, and embedding mentoring within a broader transition program can amplify impact. For low-income students in particular, peer mentoring should be framed as an active, relational, and multidimensional process rather than a reactive or solely academic service.
Read the full paper here
