Male Peer Educators: Effects of Participation as Peer Educators on College Men
-
Kyle H. Heys
Disability Coordinator, Academic Counselor, and Instructor, Calvin College
and
Matthew R. Wawrzynski
Professor of Higher, Adult, and Lifelong Education, Michigan State University
Recent literature on college men shows they are struggling to engage in activities that promote learning. The current study used data from the National Peer Educator Study to report the effects of participation as peer educators on learning outcomes for 258 college men. Male peer educators show significant growth from their peer educator experience along the cognitive complexity, intrapersonal development, interpersonal development, appreciation and awareness of diversity, and presentation and communication skills learning domains
About the authors
Disability Coordinator, Academic Counselor, and Instructor, Calvin College
Professor of Higher, Adult, and Lifelong Education, Michigan State University
© 2013 by Walter de Gruyter GmbH & Co.
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Articles in the same Issue
- Innovations in Research and Scholarship Feature
- Measuring Race and Gender Differences in Undergraduate Students’ Perceptions of Campus Climate and Intentions to Leave College: An Analysis in Black and White
- The Impact of First-Year Seminars on College Students’ Life-long Learning Orientations
- Too Korean to be White and Too White to Be Korean: Ethnic Identity Development Among Transracial Korean American Adoptees
- A Multiperspective Analysis on Developing and Maintaining Trust in Senior Student Affairs Leadership
- Male Peer Educators: Effects of Participation as Peer Educators on College Men
- Innovations in International Features
- Does University Campus Experience Develop Motivation to Lead or Readiness to Lead Among Undergraduate Students? A Malaysian Perspective
- Media Features and Reviews
- Media Review: Asian Americans and Pacific Islanders in Higher Education: Research and Perspectives on Identity, Leadership, and Success
- Media Review: The Innovative University: Changing the DNA of Higher Education From the Inside Out
