The Literature
The challenges faced by first-generation, low-income (FGLI) college students have been well-documented in educational literature, with researchers emphasizing the structural, financial, and psychological barriers these students must overcome to persist and succeed in higher education (Simila, 2023; Yizar, 2010).4 5 Peer mentorship programs—especially those intentionally designed with FGLI students in mind—have emerged as a powerful intervention to address these barriers. They not only promote retention and degree completion but also foster a sense of belonging, social capital, and academic resilience among participants (Jones, 2019; Sr. Jones, 2023).6 7
Megan Simila’s 2023 mixed-methods investigation of the federally funded TRIO Upward Bound program underscores the importance of targeted interventions for academically at-risk students. Her findings reveal that FGLI students often lack access to informal networks of support and need intentional, structured opportunities to build confidence and competence as they transition to and through college. Similarly, James H. Yizar (2010) identifies institutional support structures—particularly those that provide early engagement, academic mentorship, and financial scaffolding—as essential predictors of degree persistence at Idaho State University. Both studies affirm that early and sustained outreach is critical, especially when tailored to students’ lived realities.
The benefits of peer mentorship are also confirmed in more recent studies. Sr. Dwayne D. Jones (2023) examines the implementation of a peer mentorship model for first-generation Black male students, finding that mentees reported significantly higher levels of academic confidence, institutional connection, and clarity in navigating college resources. His research points to the unique power of identity-affirming mentorship relationships, where students learn from near-peers who have shared cultural and socioeconomic experiences. Similarly, Nolan A. Jones (2019) shows that academically at-risk students—often overlapping with FGLI demographics—demonstrate improved college readiness and self-efficacy when supported through structured peer mentorship programs that integrate academic, emotional, and social development.
Several elite institutions have responded to this research by launching robust FGLI mentorship programs. Yale University’s FGLI Community Initiative (FGI) and Duke’s 1G Network provide structured mentorship, workshops, and leadership development programs led by and for FGLI students. Tufts University offers a peer leader program through its FIRST Resource Center, creating intentional programming that centers FGLI voices in professional development, community-building, and campus advocacy. These institutional models are united by a common philosophy: that effective mentorship must be student-led, community-based, and structurally supported through administrative commitment and resources.
Despite Amherst College’s own investment in FGLI student success—most notably through the Meiklejohn Fellows Program—there remains a disconnect between the program’s intended impact and the lived experiences of students it seeks to serve. Unlike peer programs at other institutions, the Meiklejohn Fellows Program does not currently offer a formalized peer mentorship component. While informal mentorship may occur organically, the absence of a structured and student-led framework limits the program’s ability to foster long-term support systems, build community, and develop leadership pipelines among FGLI students. Peer-reviewed literature and comparative institutional models make clear that mentorship is most effective when students themselves are involved in the design, facilitation, and continuous development of the program.
This literature review identifies several gaps that your project seeks to address: (1) the absence of a formalized, student-led peer mentorship structure within the Meiklejohn Fellows Program; (2) the lack of institutional mechanisms for incorporating FGLI student voices into program design and decision-making; and (3) the limited integration of holistic mentorship models that address both academic and socio-emotional dimensions of FGLI student life. The initiative to integrate a peer mentorship model—built on insights from successful programs at other institutions and supported by research on FGLI student success—represents a timely and necessary expansion of Amherst’s existing efforts. By drawing from both qualitative research and comparative institutional models, my project offers a sustainable, student-centered solution that addresses persistent gaps in equity, belonging, and access to opportunity.