Understanding first-year first-generation students' experiences of peer mentoring at a Canadian university during the COVID-19 pandemic

In this multiple-case constructivist grounded theory study I investigated how five first-year first-generation students (FGS) experienced support from their peer mentors at a Canadian university during the COVID-19 pandemic. Findings showed that they expected to receive academic and social support from their peer mentors. They were hoping their peer mentors would be an experienced and knowledgeable guide for university. Also, they wanted help with finding and making friends in university. Moreover, they were expecting their peer mentors to be actively involved in the relationship. They reported receiving basic academic support and needing more social and emotional support. In other words, there was a gap in the participants' expectations for peer mentoring and their lived experiences of peer mentoring. In fact, they reported struggling with understanding the nature of the peer mentoring relationship, finding common ground with their peer mentors, and developing a close relationship with their peer mentors.