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The discussion situates the program within wider higher-education pressures, including retention-focused inequality concerns and policy shifts affecting marginalized students.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Study of a University Remedial Educational Program  \nMichael Juan Chavez, Ph.D.  \nCalifornia State University, Long Beach  \nMichelle Ysais, Ph.D.  \nCerritos Community College  \nAbstract  \nThis article provides a unique insider perspective developing leadership at the undergraduate level. A case study approach was used to examine the efficacy of a peer mentoring program for remedial students.  \nAs Rob approaches the training/meeting classroom, his posture emanates an aura of confidence. Standing tall, with a long stride and his head up, he is a student with a mission. The semiweekly meeting is intended to help develop and support the skills of remedial students at Golden State University (GSU) . He exemplifies the ideal outcome: a student, once remedial, emerging as a strong peer leader to remedial students entering the system.  \nRob has not always been the confident student leader he is today. His confidence is a product of his academic and leadership experiences, not simply a set of traits. His training and practice have brought him to the point where he can effectively utilize his leadership skills to guide his group through the training materials and provide them with the skills they need to master their remedial courses. This article explores such leadership emerging as “a function of the situation”(Allen, 1952, p. 92) . It is the type of leadership that often occurs spontaneously in times of crisis or adversity. We find that GSU’s remedial education program and its participants have fostered this type of leadership, an accomplishment that many have speculated is impossible to achieve.  \nIn the area of higher education, the potential for perpetuating racial, ethnic, and economic inequality is most often examined from the perspective of student retention and degree completion. As U.S. society becomes more diverse and more integrated within a global economy, it becomes increasingly important that educational organizations prepare persons to participate in a diverse society and workplace (Farley, 2002) . For this purpose, it is important that educational organizations develop an organizational climate conducive to nurturing and developing leaders who reflect multicultural values.  \nIn addition to these challenges are the greater issues faced by higher education in the United States, such as the move toward privatization and marketization of the U.S. Department of Education. The 2017 appointment of Betsy DeVos, an advocate for such approaches to education, creates an atmosphere of competition and conflict that does not always benefit the development of leadership among students of color and other marginalized student populations. The values represented in such an approach are often at odds with those of the diverse students who attend institutions of public higher education. Moreover, the move toward privatization and marketization has occurred alongside the adoption of the federal Every Student Succeeds Act of 2015 (ESSA) and California’s Local Control Funding Formula/Local Control Accountability Plan of 2013, both of which distort the Elementary and Secondary Education Act (ESEA) signed into law by President Lyndon Johnson in 1965. Described by Mathis and Trujillo (2016) the goal of the ESEA was to improve resources for states and districts by strengthening “the capacity of our most economically impoverished schools to provide high quality public education”(xvi) . This goal has been initially undermined by a move away from support for public education and toward increased test-based regulation and by the minimum basic skills movements of the 1970s which placed a greater emphasis on math, science, reading and history at the expense of art, music, and sex education. In 2001, No Child Left Behind (NCLB) further consolidated a testbased, top-down, prescriptive, narrow, and punitive approach to improving schools (Mathis & Trujillo, 2016) . This all culminated in the ESSA, which was sign","cbCaisi2GodfH95G","https://ap.wps.com/l/cbCaisi2GodfH95G","pdf",214883,12,"English","# Abstract\n## Peer mentoring case study and leadership development\n## Context of inequality, retention, and multicultural preparation\n## Higher-education policy pressures and implications for leadership\n## Research focus and literature gap","[{\"question\":\"What research method is used to study the peer mentoring program?\",\"answer\":\"A case study approach is used to examine the efficacy of a peer mentoring program for remedial students.\"},{\"question\":\"How does the article describe the emergence of leadership among remedial students?\",\"answer\":\"Leadership is shown as developing through training, practice, and the ability of former remedial students to guide peers through instructional materials and support mastery.\"},{\"question\":\"What broader higher-education challenges does the article connect to leadership development?\",\"answer\":\"It links leadership development to concerns about racial, ethnic, and economic inequality, as well as U.S. policy shifts such as privatization, marketization, and standardized testing frameworks.\"}]","Students Leading Students - An Observational Study of a University Remedial Educational Program | PDF",1792094872]