Stories of transformation: using personal narrative to explore transformative experience among undergraduate peer mentors

References

• Angelides, P. (2001). The development of an efficient technique for collecting and analyzing qualitative data: The analysis of critical incidents. International Journal of Qualitative Studies in Education, 14, 429–442.10.1080/09518390110029058
   Google Scholar
• Bunting, B., Dye, B., Pinnegar, S., & Robinson, K. (2012). Understanding the dynamics of peer mentor learning: A narrative study. Journal of First-Year Experience and Students in Transition, 24, 61–78.
   Google Scholar
• Chambliss, D. F. (1989). The mundanity of excellence: An ethnographic report on stratification and Olympic swimmers. Sociological Theory, 7, 70–86.10.2307/202063
   Google Scholar
• Clandinin, D., & Connelly, M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Colvin, J. W., & Ashman, M. (2010). Roles, risks, and benefits of peer mentoring relationships in higher education. Mentoring & Tutoring: Partnership in Learning, 18, 121–134.10.1080/13611261003678879
   Google Scholar
• Dawson, P. (2014). Beyond a definition: Toward a framework for designing and specifying mentoring models. Educational Researcher, 43, 137–145.10.3102/0013189X14528751
   Web of Science ®Google Scholar
• Flyvbjerg, B. (2001). Making social science matter. Cambridge: Cambridge University Press.10.1017/CBO9780511810503
   Google Scholar
• Garza, R., & Ovando, M. N. (2012). Preservice teachers’ connections of pedagogical knowledge to mentoring at-risk adolescents: Benefits and challenges. Mentoring & Tutoring: Partnership in Learning, 20, 343–360.10.1080/13611267.2012.701961
   Google Scholar
• Harmon, B. V. (2006). A qualitative study of the learning processes and outcomes associated with students who serve as peer mentors. Journal of the First-Year Experience and Students in Transition, 18, 53–81.
   Google Scholar
• Holt, L. J., & Berwise, C. A. (2012). Illuminating the process of peer mentoring: An examination and comparison of peer mentors’ and first-year students’ experiences. The Journal of the First-Year Experience and Students in Transition, 24, 19–43.
   Google Scholar
• Ibarra, H. (1999). Provisional selves: Experimenting with image and identity in professional adaptation. Administrative Science Quarterly, 44, 764–791.10.2307/2667055
   Web of Science ®Google Scholar
• Ibarra, H., & Petriglieri, J. L. (2010). Identity work and play. Journal of Organizational Change Management, 23, 10–25.10.1108/09534811011017180
   Web of Science ®Google Scholar
• Kenedy, R., & Skipper, T. L. (2012). Introduction. Journal of the First-Year Experience & Students in Transition, 24, 9–15.
   Google Scholar
• Keup, J. (2016). Peer leadership as an emerging high-impact practice: An exploratory study of the American experience. Journal of Student Affairs in Africa, 4, 33–52.
   Google Scholar
• Lave, J., & Wenger, E. (1991). Situated Learning. New York, NY: Cambridge University Press.10.1017/CBO9780511815355
   Google Scholar
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
   Google Scholar
• Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954–969.10.1037/0003-066X.41.9.954
   Web of Science ®Google Scholar
• Meyer, J. H. F., & Land, R. (2005). Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning. Higher Education, 49, 373–388.10.1007/s10734-004-6779-5
   Web of Science ®Google Scholar
• Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 74, 5–12.10.1002/(ISSN)1536-0717
   Google Scholar
• Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In J. Mezirow (Ed.), Learning as transformation (pp. 3–33). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
   Google Scholar
• Mishler, E. (1990). Validation in inquiry-guided research: The role of exemplars in narrative studies. Harvard Educational Review, 60, 415–443.10.17763/haer.60.4.n4405243p6635752
   Web of Science ®Google Scholar
• Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Pinnegar, S., & Daynes, J. G. (2007). Locating narrative inquiry historically: Thematics in the turn to narrative. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp. 3–34). Thousand Oaks, CA: Sage.10.4135/9781452226552
   Google Scholar
• Shook, J. L., & Keup, J. R. (2012). The benefits of peer leader programs: An overview from the literature. In J. R. Keup (Ed.), New directions for higher education: Peer leadership in higher education (pp. 5–16). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Stake, R. E. (2010). Qualitative research: Studying how things work. New York, NY: Guilford.
   Google Scholar
• Strauss, A. L., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. San Francisco, CA: Sage.
   Google Scholar
• Van Wynsberghe, R., & Khan, S. (2007). Redefining case study. International Journal of Qualitative Methods, 6, 80–94.
   Google Scholar
• Williams, D. D. (2011). Qualitative inquiry in daily life: Exploring qualitative thought. Retrieved from https://qualitativeinquirydailylife.wordpress.com/
   Google Scholar
• Yanchar, S. C., Spackman, J. S., & Faulconer, J. E. (2013). Learning as embodied familiarization. Journal of Theoretical and Philosophical Psychology, 33, 216. doi:10.1037/a0031012
   Google Scholar
• Young, D. G. (2014, November). National context and institutional practice: Findings from a national survey of peer leadership experiences and outcomes. Presentation at the 2014 Institute on Peer Educators. Columbia, SC.
   Google Scholar