Why Peer Leadership Matters

Abstract

This manuscript makes an empirical and conceptual case for the value of peer leadership and the benefits of peer leadership development programs for promoting student retention and success.

Full text

The following material has been excerpted from Metz, Cuseo, & Thompson (2013). Peer-to-peer
leadership: Transforming student culture. Dubuque, IA: Kendall Hunt.
Why Peer Leadership Matters in the 21st Century
A college degree has always been a stepping stone to personal development, career
advancement, and access to leadership positions in society. However, in today’s knowledge-
driven, globally interdependent world, a college education is now more essential than at any
other time in history. The expectation now is that all young people should continue their formal
education after high school in order to be effective in today’s workforce and accommodate the
current economic challenges facing the nation (College Board, 2008b; McCabe, 2000). Our
“knowledge-based economy” now requires six out of every ten jobs to be filled by someone who
has completed at least some type of postsecondary education (Carnevale & Desrochers, 2003). In
this unforgiving labor market, college students must complete in order to compete; if they
withdraw from college without completing a credential or degree, their prospects for finding
gainful employment will be seriously jeopardized (Collins, 2009). Moreover, among those
students who withdraw from college, 3 out of 10 will depart with loan debt (Johnson et al.,
2009). Thus, students who do not complete college pay a double penalty: They incur immediate
debt and at the same time they forfeit subsequent income (and other benefits) associated with
attainment of a postsecondary credential.
Some students show up on campus already equipped with the personal, academic and civic
attributes needed for success in today’s world. However, for many students, there are gaps
between their day-to-day habits and the habits they need to develop in order to succeed in the 21st
century. Other students may come to college with productive habits, but may still lack personal
direction. As a peer leader, you can play a pivotal role in helping students persist to complete
their degree and make the most out of their college experience. Ultimately, students are
responsible for their own actions. However, you can help students appreciate and accommodate
to the challenges, adjustments and choices they must make in order to succeed in college and
beyond. Furthermore, when you contribute positively to the development of your peers, you also
develop the leadership qualities and personal skills that contribute to your own development.
Beyond helping students on an individual level, as a peer leader, you can be a key catalyst for
creating positive change on your campus. Good communities are built “from the ground up” and
student leaders can serve as architects and artisans who help shape and design better college
communities. By collaborating with faculty, advisors, student development professionals and
campus administrators, you can change the lives of other students, strengthen your campus
community, and begin to make the world a better place.
The Importance of Social Capital
Humans are inextricably connected with each other, especially to those in their immediate
social environment. We construct our own destinies, but we do so in the context of our
relationships. Those relationships have a profound impact on our personal development and can
make a huge difference in determining the outcomes of our life. Just as investors invest
economic capital in businesses for financial growth, we can invest in each other, creating “social
capital” for personal growth.

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“Social capital refers to the collective value of all social networks [who people know] and the inclinations that arise
from these networks to do things for each other. Social capital creates value for the people who are connected.”
—Harvard Kennedy School
Social capital may be viewed as “sociological superglue” (Putnam, 2000); it binds people
together in social networks. To a significant extent, each of us owes a good deal of our personal
success to our social-capital networks. The people who have encouraged us, guided us, stayed
with us through thick and thin, and kept us on course have contributed substantially to our past
accomplishments and influence our future aspirations. New students, in particular, are likely to
have strong needs for “belongingness” and social capital; they are looking for support and
direction from peers who have already made the college transition successfully.
“When spider webs unite, they can tie up a lion.”
—Ethiopian proverb
As a peer leader, you can provide fellow students with social capital by:
•Sharing your understanding of the rules of the road and how to navigate their social
environment
•Directing them to opportunities and resources
•Helping them acquire and refine skills needed to succeed in college
•Supporting them during setbacks and crises
•Helping them create social-support networks.
As a peer leader, you have an extraordinary opportunity to influence others because your peers
are in the midst of making a life-changing transition taking place in an unfamiliar social
environment, which grants them considerably more personal freedom of choice and requires
more decision-making responsibilities than they’ve ever had before. When people find
themselves in unfamiliar social situations, particularly those that are less structured and demand
more personal choices and decisions than they’re accustomed to, they often look to others for
cues and direction about how to act. During times of social confusion and upheaval, people
hunger for a leader (Parks, 2008); they often look for support and direction from others whom
they see as successful and similar to themselves (Bandura, 1997)—someone like you. Your peers
are watching you; your leadership matters.
“I think they’re really searching for someone to kind of follow, someone to see as an example, more than we think.”
—Peer leader, quoted in Harmon (2006)
The Power of Peer Leadership
Contrary to how peers are often portrayed in the popular media, they are much more than
competitors and sources of negative “peer pressure.” More often, they are sources of positive
social influence by serving as collaborators, teammates, role models, and leaders. When
inexperienced college students become connected with role models, they are supplied with a
source of peer power that’s repeatedly been found to propel them to higher levels of academic
performance and personal development (Cuseo, 2010).
“The student’s peer group is the single most potent source of influence on growth and development during the
undergraduate years”

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—Alexander Astin, What Matters in College?
Peer leadership is particularly powerful because it’s a form of social support that students are
likely to perceive as more approachable and less threatening than that provided by older
professionals and authority figure (Gross & McMullen, 1983; Rice & Brown, 1990). Since peer
leaders are at a slightly more advanced stage of development than those they are leading,
students can more readily identify with them and relate to them (Bandura, 1986; Ender &
Newton, 2002; Vygotsky, 1978). Research indicates that students desire and prefer to receive
personal support from students who are one-to-three years older than they are, rather than from
students of the same age, administrators, or faculty (Rice & Brown, 1990). In addition, peer
support can take place in multiple situations that go beyond classrooms and campus offices, and
received on a more ongoing basis than “officially scheduled” support provided by faculty and
professional staff.
Positive Outcomes Associated with Peer Leadership
A long historical trail of research points to the power of the peers for promoting the
development and success of college students (Astin, 1993; Feldman & Newcomb, 1997;
Pascarella & Terenzini, 2005). Peer leaders, in particular, can contribute to students’ success by
promoting their: (a) retention (persistence to graduation), (b) learning and academic
performance, (c) social and emotional development, and (d) career success.
“The student’s peer group is the single most potent source of influence on growth and development during the
undergraduate years”
—Alexander Astin, What Matters in College?
* Increasing Student Retention (Persistence to Graduation)
Research consistently demonstrates that student persistence to graduation is enhanced by peer
interaction and support (Astin, 1993; Pascarella & Terenzini, 2005). In a major study of student
retention, it was found that peers exerted more influence on student persistence than all other
social agents on campus, including faculty (Bean, 1985). Campus research reports indicate that
students who are supported by peer mentors are more likely to remain in college at higher rates
than student who do not receive such support (Schwitzer & Thomas, 1998; Black & Voelker,
2008). Simply stated, when students become connected with peers they come to see themselves
as integral members of a campus community, which increases the likelihood they’ll continue to
stay in that community until they complete their college degree (Tinto, 1987, 1993; Braxton,
Sullivan, & Johnson, 1997).
* Promoting Student Learning and Academic Achievement
Peers can exert powerful impact on student learning and academic performance. For instance,
studies consistently show that when students teach (tutor) other students, both the peer teacher
and peer learner make significant gains in learning (Whitman, 1988). Peers who tutor other
students also experience significant gains in self-concept are likely to achieve higher scores on
graduate school admissions tests (Astin, 1993).
“Teaching is the highest form of understanding.”
—Aristotle, Ancient Greek philosopher and a founding father of Western philosophy

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In a national study of almost 500,000 students at colleges and universities of all types, it was
found that when peers interact with each other while learning, they achieve higher levels of
academic performance and are more likely to persist to degree completion. Furthermore, the
learning benefits achieved through peer interaction are not restricted to formal, academic
settings: college graduates report that their most significant learning experiences occurred
outside the classroom and were heavily influenced by their peers (Marchese, 1990; Murphy,
1989).
“The best answer to the question of what is the most effective method of teaching is that it depends on the goal, the
student, the content and the teachers. But the next best answer is students teaching other students.”
—Wilbert McKeachie, Teaching and Learning in the College Classroom
Effective leadership involves integration and application knowledge from multiple subject
areas and academic disciplines (D-Abate, 2009). You will find that your peer leadership
experiences will stimulate your ability to draw upon diverse bodies of knowledge—such as
philosophy, psychology, sociology, history, political science and business, and to utilize a broad
base of general education skills—such as critical and creative thinking, social and emotional
intelligence, self-awareness, and learning how to learn.
“Leadership and learning are indispensable to each other.”
— John F. Kennedy, 35th President of the United States
* Supporting Students’ Social and Emotional Development
Peers also play an important role in promoting the development of students’ social and
emotional skills (Cross, 1985; Feldman & Newcomb, 1969; Goleman, Boyatzis, & McKee,
2002). Research suggests that peer mentors are able to provide students with greater social and
emotional support than older mentors (Barrow & Hetherington, 1981; Grant-Vallone & Ensher,
2000). Furthermore, students who serve as peer mentors also experience gains in social and
emotional development—such as improved social skills, self-confidence, self-esteem, sense of
purpose and personal identity (Astin & Kent, 1983; Harmon, 2006; Schuh & Laverty, 1983). It
has also been found that student involvement in peer leadership and mentoring activities is
associated with increased social concern and development of altruistic values (Pascarella,
Ethington, & Smart, 1988).
“I know that being a peer leader will greatly benefit my when I begin my career. What I am even more sure of is
what will come at the end of the day: self-pride, respect, knowledge, and contentment. I have made a difference.”
—Peer Leader, quoted in Hamid & VanHook (2001)
* Promoting Career Success
Alumni consistently report that their participation in campus leadership roles had a significant
impact on their development of career-relevant leadership skills (Pascarella & Terenzini, 1991;
Peter D. Hart Research Associates, 2006). These reports from college alumni are reinforced by
job-performance evaluations from employers, which indicate that previous involvement in
student leadership positions in college is the best predictor of college graduates’ performance in
managerial positions on the job (American Telephone & Telegraph, 1984; Howard, 1986). In a
multi-campus study that tracked students throughout their college experience, it was discovered
that student-student interaction had the strongest effect on students’ leadership development; in

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other words, students who interacted most frequently with peers during college were most likely
to have acquired leadership qualities and qualifications by the time they graduated from college
(Astin, 1993). Studies also show that students who participate as peer leaders experience show
significant gains in civic engagement and character development (Bennis, 1989; Komives &
Wagner, 2009).
“Not only was I able to use the [peer leadership] experience as a resume builder, but it actually became the center of
my discussion in an interview. My interviewer spent 20 minutes during a one-hour interview discussing the
responsibilities of being a peer leader. He was impressed that I was chosen for such a program.”
—Peer leader, quoted in quoted in Hamid & VanHook (2001)
In addition to all of these findings, research pointing to the power of peer leadership and
mentoring, research on a number of different campuses indicates that peer leaders have a positive
impact on students in a variety of other areas, including (a) academic advising (Carns, Carns, &
Wright, 1993), (b) health and wellness (Burke, 1989; Lenihan & Kirk, 1990), (c) facilitating
interpersonal relationships (Waldo, 1989) and (d) promoting intercultural interaction (Berg &
Wright-Buckley, 1988; Keup, 2010).
Taken together, the sum of these research findings point strongly to the conclusion that as a
peer leader, you are well positioned to create a “win-win-win” scenario for three different
parties:
1. Your peers—who benefit from your leadership.
“I enjoy it when my former students return [and] express to me the impact I have had on their lives. This one of the
best jobs I ever had.”
—Peer leader, quoted in Hamid & VanHook (2001)
2. Your campus—you help build a culture of student success on campus “from the ground up.”
“I wanted to become what so many others had been for me. This experience has given me an incredible opportunity
to learn more about my school and myself while helping others.”
—Peer leader, quoted in Hamid & VanHook (2001)
3. Yourself—you develop leadership skills that will contribute to your success in college and in
your life beyond college. When you help other students become more self-aware, define
their goals, learn strategically, and develop as whole persons, you do the same for yourself.
“While working on the program, I learned how to be a dedicated and diligent leader and have acquired new skills
that will stay with me long after my college experience has ended.”
—Peer leader, quoted in quoted in Hamid & VanHook (2001)
The bottom line: As a peer leader you have the potential to promote positive change in other
students, in yourself, and in the college or university where your leadership takes place. That’s a
trifecta that can’t be beat!
“In the final analysis, you will be the primary beneficiary of your helping interactions. Helping others grow is, in
itself, a personal growth-promoting activity.”
—Ender & Newton, Students Helping Students

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