CDEXXX10.1177/2165143418779989Career Development and Transition for Exceptional IndividualsCarter et al. 779989research-article2018 Original Research Career Development and Transition for Exceptional Individuals Motivations and Expectations of 1 –11 © Hammill Institute on Disabilities 2018 Reprints and permissions: Peer Mentors Within Inclusive Higher sagepub.com/journalsPermissions.nav DOI:https://doi.org/10.1177/2165143418779989 10.1177/2165143418779989 Education Programs for Students cdtei.sagepub.com With Intellectual Disability Erik W. Carter, PhD1, Jenny R. Gustafson, MEd1, Michael M. Mackay, PhD2, Kaitlyn P. Martin, MEd1, Misty V. Parsley, EdD5, Jennifer Graves, MS4, Tammy L. Day, MEd1, Lauren E. McCabe, BS1, Hannah Lazarz, BS1, Elise D. McMillan, JD1, Chrisann Schiro-Geist, PhD2, Maurice Williams, MA, MS2, Tom Beeson, EdS3, and John Cayton, MEd1 Abstract Although peer mentors play a prominent role in supporting higher education experiences for people with intellectual and developmental disabilities (IDD), little is known about these college students and the factors leading to their decision to become involved in this particular experience. We examined the motivations, experiences, and expectations of 250 peer mentors attending five diverse universities offering inclusive postsecondary programs for students with IDD. Nearly all (93.7%) of the entering peer mentors had prior disability-related experiences and almost all identified a combination of personal and professional reasons for involvement. Peer mentors anticipated an array of personal benefits as a result of their participation, although beliefs about some areas of potential impact were more mixed (e.g., improvements in grades, study skills, social status). Views regarding the extent to which students with IDD can participate in different aspects of campus life reflected high expectations; predictions about these students’ postgraduation experiences were more modest and mixed. We offer recommendations for research and practice aimed at identifying and engaging peers in supporting inclusive college experiences. Keywords peer-mediated, college, inclusive higher education, attitudes Efforts to expand inclusive educational opportunities for Among the many pressing questions facing this young students with intellectual and developmental disabilities field of inclusive postsecondary education is how best to (IDD) have permeated policy and practice for nearly half a support students’ access to all aspects of campus life—both century. Whereas most efforts have focused on supporting within and beyond the college classroom (e.g., employment access within preschool, elementary, and secondary school experiences, social activities, residential life, campus contexts, more contemporary calls have identified higher involvement). Although young people with IDD need addi- education institutions as the next horizon for inclusive tional or alternative supports to participate fully in many movements (Grigal, Hart, & Weir, 2013; Stodden & everyday activities, the cadre of professionals and parapro- Whelley, 2004). Indeed, more than 260 colleges and univer- fessionals present on K–12 campuses is neither available sities now offer programs specifically aimed at supporting the enrollment of young adults with IDD (Hart, 2017). This 1Vanderbilt University, Nashville, TN, USA recent and rapid growth in the field of inclusive postsecond- 2 ary education has been fueled by passage of the Higher The University of Memphis, TN, USA 3The University of Tennessee, Knoxville, TN, USA Education Opportunities Act of 2008, the funding of model 4Union University, Jackson, TN, USA demonstration programs, the advocacy and support of orga- 5Lipscomb University, Nashville, TN, USA nizations like Think College (Grigal & Hart, 2010), and Corresponding Author: studies supporting the benefits for students with disabilities Erik W. Carter, Department of Special Education, Vanderbilt University, (e.g., Butler, Sheppard-Jones, Whaley, Harrison, & Osness, PMB 228, Peabody College, Nashville, TN 37203, USA. 2015; Moore & Schelling, 2015). Email: [email protected] 2 Career Development and Transition for Exceptional Individuals 00(0) nor desirable within a college context. Instead, recom- about their reasons for volunteering within a fairly new mended practices call for greater consideration of natural inclusive postsecondary program for students with IDD. supports that are more ubiquitous and less stigmatizing These students articulated motivations related to develop- (Carter, 2017b). Peer-mediated supports—often referred to ing new friendships, serving the community, wanting to as “peer mentors” (see Note 1) within the postsecondary build on prior experiences with people with disabilities, and education literature—are among the more widely used of furthering their career plans. Knowing why peer mentors these alternative approaches (e.g., Christopher-Allen, might choose to get involved in these roles (e.g., altruism, Hunter, Brown, Carter, & Schiro-Geist, 2017; Giust & personal benefits, added income, a social justice commit- Valle-Riestra, 2017; Griffin, Wendel, Day, & McMillan, ment) could provide much-needed guidance to program 2016; Hafner, Moffatt, & Kisa, 2011; Jones & Goble, 2012). leaders wanting to enhance their recruitment efforts. Such Moreover, engaging peers in this way is explicitly advo- information could also shed light on whether those motiva- cated within current standards for establishing these pro- tions are appropriate or undesirable. grams (Grigal, Hart, & Weir, 2012; National Coordinating Third, the benefits college students anticipate receiving Center Accreditation Workgroup, 2016). from involvement as a peer mentor are likely to influence The involvement of peer mentors within inclusive post- their decision to volunteer. Several qualitative studies secondary programs can vary widely in terms of the focus describe college students who report experiencing enhanced of their support (e.g., academic tutoring, social support, job attitudes toward disability, personal enrichment, more coaching, residential assistance), their commitment (e.g., career clarity, a greater appreciation of diversity, stronger daily, weekly, sporadically), their selection (e.g., volunteer, advocacy skills, and lasting friendships by serving as a peer program requirements), and their remuneration (e.g., paid, mentor (e.g., Farley et al., 2014; Griffin, Mello, et al., 2016; unpaid). Despite the prominence of peer mentor models Izzo & Shuman, 2013; Sowell & Maddox, 2015). It is within inclusive postsecondary education programs, few unclear whether college-age students volunteer expecting studies have examined peers’ perspectives on their involve- these (or other) benefits to accrue as a result of their semes- ment (e.g., Culnane, Eisenman, & Murphy, 2016; Farley, ter- or year-long involvement. The more salient or substan- Gibbons, & Cihak, 2014; Griffin, Mello, Glover, Carter, & tial the personal impact is considered to be, the more likely Hodapp, 2016; Izzo & Shuman, 2013). New research is students may be to pursue this experience. However, prior needed in several areas. studies have not explored the breadth of benefits students First, little is known about which college students choose anticipate to receive by serving as peer mentors. to pursue these roles and responsibilities, as well as the Fourth, the expectations peer mentors hold for their background and experiences they bring to this work. Two fellow students with IDD are especially important to recent systematic reviews of peer-mediated support inter- understand. Research shows that expectations held by ventions conducted in elementary and secondary schools educators and family members can shape the outcomes found that most participating peers were female and White young adults with IDD experience during the transition (Brock & Huber, 2017; Schaefer, Canella-Malone, & Carter, to adulthood (Carter, Austin, & Trainor, 2011, 2012). The 2016). Peer mentors may also be somewhat distinct in terms same may be true for peers. As a prominent avenue of of their prior experience and academic achievements. For support for students with IDD on campus, the views of example, Carter, Hughes, Copeland, and Breen (2001) peer mentors on whether students with IDD can success- found that high school students who volunteered to for- fully participate in university classes, student organiza- mally support their schoolmates with severe IDD had sig- tions, career experiences, residential life, Greek life, and nificantly more prior experience with people with other corners of the campus might impact how peers pro- disabilities than other students at their school who opted not vide support. Likewise, the expectations peer mentors to volunteer. Likewise, high school students who agreed to hold for after college graduation—independent living, participate in peer support arrangements or peer networks competitive employment, marriage, and relationships— alongside students with severe IDD tended to have above- may serve as an indicator of their underlying attitudes average grades (Asmus et al., 2017; Carter et al., 2016). about people with IDD (Scior & Werner, 2016). To date, Extending this inquiry to the college context could provide few studies have examined the attitudes of college stu- new insights into whether and how peer mentors may differ dents toward this group of their peers (e.g., Ahlborn, from others students enrolled on their same campus. Panek, & Jungers, 2008; Westling,