Clemson University TigerPrints All Dissertations Dissertations 5-2012 Residents' Interaction with their College Living- Learning Peer Mentor: A Grounded Teory Jonathan Wylie Clemson University, RESIDENTS’ INTERACTION WITH THEIR COLLEGE LIVING-LEARNING PEER MENTOR: A GROUNDED THEORY A Dissertation Presented to the Graduate School of Clemson University In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Educational Leadership by Jonathan Patrick Wylie May 2012 Accepted by Dr. Pamela Havice, Committee Chair Dr. Tony Cawthon Dr. Douglas Hallenbeck Dr. Wade Livingston ABSTRACT This study used Strauss and Corbin’s (1998) grounded theory model to describe and explain the stories of residents’ interactions with their peer mentor, in a health, education, and human development living-learning community (LLC). The question answered in this study was: What is the impact of the interaction between a peer mentor and residents within a living-learning community? Two sub-questions were asked: (1) How does the peer mentor affect the living-learning community members academically? and (2) How does the peer mentor affect the living-learning community members socially? The LLC had 43 residents, a resident director, an academic coordinator, and one peer mentor. For this study, 14 students, the peer mentor, the resident director of the building, and the academic coordinator for the LLC were interviewed. The participants were first emailed and then from the responding students the researcher used snowball sampling to identify other participants. Data was gathered through in depth, semi- structured interviews, documents important to the LLC or peer mentor position, and observations by the researcher at activities and programs. Interview questions were created from the theoretical frame work of Greenleaf’s (1996) servant leadership theory and Kohlberg’s (1981) cognitive moral development theory. Data collection and analysis happened concurrently using Strauss and Corbin’s (1998) grounded theory procedures which included microanalysis, open coding, axial coding, and selective coding. The grounded theory for LLC residents’ interactions with their peer mentor is described and ii explained through the words of the participants along with a visual model of this explanation. The researcher discovered three emerging themes from the data: (1) characteristics of the peer mentor, (2) environments of the living-learning community, and (3) decision making. The researcher found the residents’ interaction with the peer mentor enhanced the decision making of the residents. The characteristics and the environment created provided an avenue for the students to process decisions from a day- to-day basis as well as with the future in perspective. Not all the residents interacted with the peer mentor on a daily basis but explained they knew if they needed the peer mentor then she would be there for them. The peer mentor characteristics’ along with the environment helped the students make decisions to benefit them academically and socially. iii DEDICATION I would like to first and foremost dedicate this dedication to Emily Wylie, my beloved bride of 2151 days, the most beautiful among women. I may have needed the signatures of my committee to finish this degree but I could not have finished without you. Lydda Grace, your smile and large personality have given me inspiration at just the right time. Wade, watching you run around the room and listening to you laugh have encouraged me. Lydda Grace, Wade, and any future children let this Psalm be a reminder of why I dedicate this dissertation to you: “Behold, children are a heritage from the Lord, the fruit of the womb a reward. Like arrows in the hand of a warrior are the children of one's youth. Blessed is the man who fills his quiver with them! He shall not be put to shame when he speaks with his enemies in the gate.” I dedicate this dissertation to both my mom and my dad. I appreciate how much you encouraged me to go to school and pursue a higher education degree. I am so thankful that you have corrected and rebuked me. This not only made me the person I am today but also was used to sanctify me the most. Last but not least, I dedicate this dissertation to my savior, Jesus Christ. My heart is expressed through Isaiah 26:8, “Yes, LORD, walking in the way of your laws, I wait for you; your name and even your renown are the desires of my heart.” iv ACKNOWLEDGMENTS I would like to take the opportunity to thank my dissertation committee Dr. Pam Havice, Dr. Tony Cawthon, Dr. Doug Hallenbeck, and Dr. Wade Livingston for all of their help. Dr. Havice, I would first like to thank you for your guidance through the program and your listening ear. Dr. Cawthon, I would like to thank you for your edits and praise you for your amazing writing gift. Dr. Hallenbeck, I want to thank you for your encouragements and inspiration to continue writing, even when I did not want to. Dr. Livingston, I thank you for walking along side of me, giving me feedback and providing me with opportunities to be a life-long learner. Dr. Knoeppel, I want to thank you for taking the time out to guide and prepare me for the dissertation writing process. Dr. Lindle, I want to thank you for taking the time to read, review, revise, and edit my papers in class. Your dedication to your students provided me with the encouragement I needed to press on to the end. v TABLE OF CONTENTS Page TITLE PAGE .................................................................................................................... i ABSTRACT ..................................................................................................................... ii DEDICATION ................................................................................................................ iv ACKNOWLEDGMENTS ............................................................................................... v LIST OF TABLES .......................................................................................................... ix LIST OF FIGURES ......................................................................................................... x CHAPTER I. INTRODUCTION ......................................................................................... 1 Introduction .............................................................................................. 1 Statement of the Problem ......................................................................... 5 Purpose and Significance of the Study .................................................... 6 Theoretical Lens....................................................................................... 8 Overview of the Research Site ............................................................... 14 Limitations of the Study......................................................................... 15 Definitions of Terms .............................................................................. 15 Chapter Summary .................................................................................. 16 II. LITERATURE REVIEW ............................................................................ 17 Introduction ............................................................................................ 17 Foundation of Living-Learning Communities ....................................... 17 Types of Learning Communities ........................................................... 19 Residential-Based Living-Learning Communities ................................ 21 Benefits of Living-Learning Communities ............................................ 23 Peer Mentors .......................................................................................... 24 Theoretical Lens..................................................................................... 26 Chapter Summary .................................................................................. 33 vi III. METHODOLOGY ...................................................................................... 34 Introduction ............................................................................................ 34 Research Design..................................................................................... 34 Site Selection ......................................................................................... 38 Characteristics of the Population ........................................................... 40 Role of Researcher ................................................................................. 41 Research Questions ................................................................................ 43 Data Collection ...................................................................................... 43 Analysis of Data ..................................................................................... 46 Chapter Summary .................................................................................. 49 IV. DATA ANALYSIS AND RESULTS .......................................................... 50 Introduction ............................................................................................ 50 Participant Demographics ...................................................................... 50 Interview Information ............................................................................ 54 Field Notes ............................................................................................. 55 Memoing ................................................................................................ 56 Data Analysis ......................................................................................... 56 Member Checking .................................................................................. 69 Data Saturation....................................................................................... 70 Data Triangulation ................................................................................. 71 Peer Debriefing ...................................................................................... 71 An Explanation of Residents’ Interactions with a Peer Mentor ............ 72 Characteristics of the Peer Mentor ......................................................... 75 Environment ......................................................................................... 113 Decision Making .................................................................................. 193 Summation of How Living-Learning Community Members Interacted With Their Peer Mentor ................................................ 199 Implications of How the Peer Mentor Affected the Residents Academically and Socially ............................................................ 201 Chapter Summary ................................................................................ 207 V. CONCLUSION .......................................................................................... 208 Introduction .......................................................................................... 208 Theoretical Implications ...................................................................... 208 Limitations ........................................................................................... 215 Practical Implications........................................................................... 217 Recommendations for Future Studies .................................................. 221 Conclusions .......................................................................................... 223 vii APPENDICES ............................................................................................................. 224 A: Research Site’s IRB Approval ................................................................... 225 B: Interview Questions ................................................................................... 226 C: Administrator Questions ............................................................................ 227 D: Participant Profile Sheet ............................................................................ 228 E: Consent Form ............................................................................................. 229 F: Member Checking: Phase One................................................................... 231 G: Member Checking: Phase Two .................................................................. 233 H: Peer Advisor Job Description .................................................................... 242 REFERENCES ............................................................................................................ 244 viii LIST OF TABLES Table Page 1 Research Question/Theoretical Lens ........................................................... 33 2 Participant Demographics Summary ........................................................... 53 3 Example of the Microanalysis Process ........................................................ 58 4 Initial Concept Examples from Raw Data ................................................... 60 5 Open Coding Process ................................................................................... 63 6 Axial Coding: Redefining and Regrouping ................................................. 65 7 Sources for Data Triangulation .................................................................... 71 ix