The literature suggests that peer-led, small-group learning in the STEM disciplines is particularly beneficial to underrepresented students. In this paper we explore possible reasons for this differential benefit by examining the case of a peer-led program at a highly selective, research-intensive university. We discuss factors previously identified as important for minority students' successes in conjunction with interview and focus group data from participants in the program. Taken as a whole, this information suggests that peer-led small-group learning programs can help to counteract some of the barriers to successful learning that are common to all undergraduates but are particularly detrimental to the performance of underrepresented students. Finally, we offer suggestions for implementing critical qualities of peer-led small-group programs in large lecture classes.
|Original language||English (US)|
|Number of pages||21|
|Journal||Journal of Women and Minorities in Science and Engineering|
|State||Published - 2007|