Purpose The aim of this paper is to explore the characteristics and roles of near-peers in mentoring and influencing high school students in an informal mathematics learning environment. Design/methodology/approach Eight college students (six male and two female) participated in the “Follow Me into Math” (FMiM) project as near-peer mentors. Participants engaged in focus groups. Analysis of the focus groups employed a thematic narrative approach. Additionally, a priori themes were integrated to investigate the near-peer mentors’ perspectives on the characteristics needed to fulfill their roles and support their mentees. Findings Data from focus groups with eight near-peer mentors showed that the most influential mentors’ characteristics were those that supported mentees’ psychosocial functioning. Research limitations/implications The responses from the near-peers may have been influenced by pre-existing notions of the role of a mentor and their characteristics, shaped by past experiences or driven by socially acceptable opinions. Originality/value This study contributes to the literature by offering insights into the key characteristics needed to effectively engage younger mentees in educational settings, as seen from the perspective of near-peer mentors. It highlights important considerations for ensuring near-peer mentors are well-suited for their mentoring roles.
Galarza et al. (Tue,) studied this question.