Peer education in students leadership programme

NEW DIRECTIONS FOR STUDENT SERVICES, no. 133, Spring 2011 © Wiley Periodicals, Inc.
Published online in Wiley Online Library (wileyonlinelibrary.com) • DOI: 10.1002/ss.385
The use of peer educators is standard in many student
leadership development programs. This chapter includes
an overview of leadership theory, leadership research, and
considerations for designing curricular and co-curricular
peer leadership programs.
6
Peer Education in Student Leadership
Programs: Responding to
Co-Curricular Challenges
Paige Haber
Leadership development is an outcome of colleges and universities today
stressed both in and out of the classroom (Keeling, 2004). Additionally,
leadership is often included in institutional missions, with emphasis on
students developing as responsible citizens or leaders (Astin and Astin,
2000). Research demonstrates that college students develop leadership
through a number of different activities and experiences, the most signiﬁ-
cant being those that involve peer interaction, such as conversations or
interaction with peers in classroom or co-curricular settings (Astin, 1993;
Dugan and Komives, 2007). Accordingly, opportunities for peer interaction
and leadership roles should be a cornerstone of leadership programs.
In this chapter, I examine the use of peer leadership in curricular and
co-curricular leadership programs. First, emergent perspectives on leader-
ship are presented, followed by key developments in research related to
peer leadership. I then submit considerations for implementing peer lead-
ership opportunities in leadership programs.
Emergent Perspectives of Leadership
There are many different perspectives and understandings of the concept of
leadership in higher education and greater society (Northouse, 2007). Lead-
ership has traditionally been viewed as a quality of a person or as a position
or title. This leader-centric perspective is limiting, as it restricts leadership
to an individual and is often viewed as an inherent characteristic that is not
65

66 EMERGING ISSUES AND PRACTICES IN PEER EDUCATION
NEW DIRECTIONS FOR STUDENT SERVICES • DOI: 10.1002/ss
developable. The concept of leadership has developed, progressed, and
emerged over the past thirty years to be more relational, process-oriented,
service-directed, and systems-focused. According to this emergent perspec-
tive leadership involves:
• A process, not a position (Komives and Wagner, 2009; Komives,
Lucas, and McMahon, 2007; Shankman and Allen, 2008)
• Relationships and collaboration between group members (Komives,
Lucas, and McMahon, 2007; Komives and Wagner, 2009; Shankman
and Allen, 2008; Heifetz, Grashow, and Linsky, 2009; Kelley, 1995)
• Working toward or serving a greater good beyond oneself (Komives,
Lucas, and McMahon, 2007; Komives and Wagner, 2009)
• Morals and ethics (Burns, 1978; Komives, Lucas, and McMahon,
2007)
• Awareness of oneself, ability to manage oneself, and continuous self-
development (Shankman and Allen, 2008; Komives and Wagner,
2009; Kelley, 1995)
• Different, yet interconnected levels of individual, group, and system
and requires an awareness and ability to operate within each of the
levels (Komives and Wagner, 2009; Shankman and Allen, 2008;
Heifetz, Grashow, and Linsky, 2009)
Many of these tenets reﬂect interaction between group members or
peers. A few of the models that stress these emergent leadership perspec-
tives are presented below.
Relational Leadership Model. The relational leadership model
(RLM) stresses leadership as a group process that includes five key
components: it is purposeful, inclusive, empowering, ethical, and process-
oriented (Komives, Lucas, and McMahon, 2007). Purpose is at the core of
the model, stressing that a common goal or purpose should guide the
leadership process, and this overall goal or purpose should be directed
toward positive change. Inclusivity is being open to and valuing difference
in others, developing the strengths of others, and collaborating with a
variety of stakeholders. Empowerment includes sharing power through
developing a sense of agency and ownership in individuals and promoting
and enabling the involvement of others. The ethical component focuses on
acting in line with one’s individual values and the values of the group and
commitment to contributing to something positive and beyond oneself.
The ﬁnal component, process, includes a focus on how a group functions
and interacts when working toward the purpose. This component stresses
the “how” of the process, not just the “what” of the outcome. Additionally,
the model stresses a group process and does not distinguish between
individual positions (such as leader or follower), thus stressing the
importance and interaction of all group members.

PEER EDUCATION IN STUDENT LEADERSHIP PROGRAMS 67
Social Change Model of Leadership. The social change model of
leadership (SCM) stresses leadership as a process and is inclusive of all
people regardless of their roles (Komives and Wagner, 2009). The model
includes three levels and accompanying values: individual, group, and
community (see Figure 6.1). The individual values involve qualities of
individuals that contribute to positive group functioning, the group values
reflect group skills and processes that contribute to affecting positive
change, and the community value focuses on the greater community’s
needs. These three levels interact and together contribute to the overall
goal of the model: positive social change. Group interaction is inherent in
this model and is particularly stressed in the group values of the model.
Figure 6.1. Values of the Social Change Model of Leadership
The Seven C’s: The Critical Values of the Social Change Model
INDIVIDUAL VALUES
Consciousness of Self Being self-aware of the beliefs, values, attitudes, and emotions that
motivate you to take action. Being mindful, or aware or your current emotional
state, behavior, and perceptual lenses.
Congruence Acting in ways that are consistent with your values and beliefs. Thinking,
feeling, and behaving with consistency, genuineness, authenticity, and
honesty towards others.
Commitment Having significant investment in an idea or person, both in terms of intensity
and duration. Having the energy to serve the group and its goal. Commitment
originates from within, but others can create an environment that supports an
individual’s passions.
GROUP VALUES
Collaboration Working with others in a common effort, sharing responsibility, authority.
Multiplying group effectiveness by capitalizing on various perspectives and
talents, and on the power of diversity to generate creative solutions and
actions.
Common Purpose Having shared aims and values. Involving others in building a group’s vision
and purpose.
Controversy with Civility Recognizing two fundamental realities of any creative effort: (1) that
differences in viewpoint are inevitable, and (2) that such differences must be
aired openly but with civility.
COMMUNITY VALUES
Citizenship Believing in a process whereby an individual and/or group become
responsibly connected to the community and to society through some activity.
Recognizing that members of communities are not independent, but
interdependent. Recognizing individuals and groups have responsibility for the
welfare of others.
Since it is a key assumption of the SCM that the ultimate goal of leadership
is positive social change, “change” is considered to be at the “hub” of the model
Change Believing in the importance of making a better world and a better society for
oneself and others. Believing that individuals, groups, and communities have
the ability to work together to make that change.
Source: Adapted from Higher Education Research Institute, 1996, p. 21; Tyree, 1998, p.176; and Astin, 1996, pp. 6-7.
Note: Taken from Wagner, W. “The Social Change Model of Leadership: A Brief Overview.” Concepts & Connections, 2006, 15, p. 9.
Used with permission from the National Clearinghouse for Leadership Programs.

Emotional Intelligence and Leadership. Recent scholarship merges
the study and practice of leadership and emotional intelligence (EI). EI is a
type of human intelligence characterized by awareness and management of
one’s emotions, awareness of others’ emotions, and the ability to manage
relationships with others (Goleman, Boyatzis, and McKee, 2002). Goleman
and colleagues (2002) combined EI with leadership in developing the
concept of primal leadership, which involves four dimensions. The two
intrapersonal dimensions are self-awareness and self-management. The two
interpersonal dimensions are social awareness and relationship-management.
Each dimension includes additional competencies. Similarly, Shankman and
Allen’s (2008) model of emotionally intelligent leadership, developed for
college students, weaves together key tenets of EI and leadership. This
model includes three areas of consciousness: context, self, and others. Each
area includes specific capacities associated with emotionally intelligent
leadership. Group interaction is stressed within the consciousness of other
capacities (e.g., empathy, influence, developing relationships).
Additional Models. Additional models of emergent leadership
perspectives include:
• Adaptive leadership (Heifetz, Grashow, and Linsky, 2009)
• Five exemplary practices of leadership (Kouzes and Posner, 2008)
• Followership (Kelley, 1995)
• Servant leadership (Greenleaf, 2008)
Developments in Leadership Research
The emergent leadership perspectives presented above stress the impor-
tance of leadership as a shared process with others as opposed to a hierar-
chical, leader-centric focus. These models have been used as frameworks to
study college students’ leadership development. The findings from these
studies have implications for the importance of peer interaction in the
development of leadership capacity.
Leadership Identity Development. The recent leadership identity
development (LID) grounded theory research examines the process by
which college students develop in their leadership identity toward viewing
leadership as a relational process (Komives, Longerbeam, and others,
2006). More specifically, the researchers studied those students who were
observed to demonstrate relational leadership, as framed by the relational
leadership model. A number of variables emerged as significant in
contributing to students’ leadership identity development. One of the most
prevalent categories was developmental influences, which includes
meaningful involvement and peer influences, both of which heavily focus
on peer interaction. Another category that emerged as significant was group
influences, which includes engaging with others in groups, learning from
ongoing group membership, and changing perceptions of groups. Changing

view of self with others also emerged in the research and speaks to the way
students view themselves in relation to their peers. Students’ relationships
with peers gradually become more relational, shifting from dependence
to independence to interdependence. The other two categories were
developing self and students’ broadening view of leadership.
The interaction of these five categories led to the development a six-
stage model that describes the process by which students’ views of leader-
ship shift from leader-focused to more complex views that are increasingly
collaborative and relational (Komives, Longerbeam, and others, 2006). The
stages and associated examples of students’ views of leadership and rela-
tionships with peers are:
1. Awareness: “Other people are leaders” (Dependent)
2. Exploration/engagement: “I want to be involved” (Dependent)
3. Leader identified: “A leader gets things done” (Independent/
Dependent)
4. Leadership differentiated: “We are all doing leadership together”
(Interdependent)
5. Generativity: “I am responsible as a member of my communities to
facilitate the development of others as leaders and enrich the life of
our groups” (Interdependent)
6. Integration/synthesis: “I know I am able to work effectively with
others to accomplish change from any place in the organization”
(Interdependent)
There is a key transition between stages three and four, when students
realize the complexity of the leadership situation and begin to rely on oth-
ers. As students progress in their development, their relationship with
peers and recognition of others in a group leadership process become more
complex.
Multi-Institutional Study of Leadership. The Multi-Institutional
Study of Leadership (MSL) is a national study of college student leadership
development framed by the Social Change Model (SCM; Dugan and
Komives, 2007). This research supports the idea that peer interaction is key
for students’ leadership development. MSL research focuses on both
students’ socially responsible leadership (the term used to describe
leadership as reflected by the SCM) and leadership self-efficacy, or one’s
confidence in his or her ability to lead. Significant environmental variables
related to peer interaction are presented in Table 6.1.
Additional Leadership Research. Other leadership research
important for understanding the leadership development of college
students today revolves around differences in social identities, particularly
race and gender. Overall, women tend to embrace more relational and
process-oriented views and styles of leadership than men (Eagly and Carli,
2007; Dugan, Komives, and Segar, 2008; Kezar and Moriarty, 2000).

Similarly, students of color tend to adopt more relational and process-
oriented views and styles than their white counterparts (Dugan, Komives,
and Segar, 2008; Kezar and Moriarty, 2000). Many of the emergent
leadership models may be more welcoming models of leadership for
women and students of color, two groups historically excluded from
traditional notions of leadership.
Peer Education in Leadership Programs
As leadership programs on college campuses continue to grow in number
and scope, there is also increased focus on these more emergent leadership
perspectives and thoughts (Komives, Dugan, and others, 2006). Many of
these leadership perspectives stress the importance of peer interaction, and
research highlighted above demonstrates how such interaction is crucial for
students’ leadership development.
Leadership Programs. Just as there are many different understandings
of leadership, there are also varied understandings of what constitutes a
leadership program. For the purpose of this chapter, a leadership program is
defined as a collection of activities or experiences “intentionally designed
with the purpose of developing or enhancing the leadership skills,
knowledge, or abilities of college students” (Haber, 2006b, p. 29). Further,
a peer leadership program is a leadership program that includes use of
students to assist in the development of other students’ leadership skills,
knowledge, or abilities. The term peer leaders is used to describe those
students who have a role in the program in which they serve as a leader or
educator for other students.
There are many benefits of incorporating peer education in leadership
programs:
• Peer leadership provides a valuable real-time, experiential learning
and development experience for peer leaders.
Table 6.1. Significant Peer-Related Environmental Variables From
Multi-Institutional Study of Leadership Research
Outcome: Socially Responsible Leadership Outcome: Leadership Self-Efficacy
Socio-cultural conversations with peersa
Positional leadership roles in college
organizationsa,b
Formal leadership programsa,b
Involvement in college organizationsa,b
Socio-cultural conversations with
peersc
Positional leadership roles in college
organizationsc
Formal leadership programsc
a
Dugan and Komives, 2007. b
Haber and Komives, 2009; Haber, 2006a. c
Dugan, Garland, Jacoby,
and Gasiorski, 2008.

• Participants can benefit greatly from interaction with peer leaders.
• Peer leaders can provide a support system for younger, less-
experienced participants and can assist in their overall campus life
experience and holistic development.
• Peer leadership opportunities can help increase students’ ownership
and commitment to the program.
• Peer leaders provide a valuable human resource for the program.
• Including students in significant roles within the program can assist
with sustainability of the program and being in tune with the
student population and their interests and needs.
Types of Programs. Peer leadership opportunities can be
incorporated into leadership programs in a variety of ways. Some larger-
scale leadership programs may include aspects of the program that have a
peer leadership component, whereas other programs may purely focus on
peer leadership. This is likely to be determined by the mission and learning
outcomes of the program and the available resources. Some of the different
types of programs and experiences in which peer leadership can be
incorporated are listed below.
Peer Leadership Councils. Often made up of upper-class students
with previous leadership experience, peer leadership councils develop
leadership opportunities for other students on campus. Staff advisors can
assist with the council, help maintain continuity and standards, and
provide leadership development opportunities for the peer leaders on the
council.
Leadership Classes. Leadership courses for credit can incorporate stu-
dents as teaching assistants or discussion leaders. Additionally, peer inter-
action can be included in less formal ways such as creating working groups
and asking groups to identify group leaders or project leaders that may
rotate per project or activity. The McDonough Leadership Program at Mari-
etta College (http://mcdonough.marietta.edu/) includes a teaching assis-
tantship program for upperclassmen, whereby they assist with curriculum
design and delivery. The teaching assistant takes a one-credit course the
semester before serving as a teaching assistant.
Leadership Teams. Leadership teams are learning communities of stu-
dents that focus on leadership through curriculum, discussions, activities,
projects, or other experiences. These teams can meet on a recurring basis,
and experienced upperclass students can serve as team facilitators.
Retreats. Leadership retreats can be single or multi-day-long
experiences and can include a small group learning community led by
peers. Similar to the leadership teams above, this experience can include
curriculum, discussion, activities, or debriefing. The University of Arizona’s
Blue Chip Program (http://arizonaleadership.orgsync.com/org/bluechip)
includes a three-day social justice retreat, Equiss. Upperclass student team
leaders partner with advisors from across campus to lead groups of

participants in social justice and leadership activities, discussions, and
reflections. Team leaders are trained on curriculum, facilitation skills, and
inclusive language.
Workshops and Conferences. Peer leaders can lead workshop series or
conferences that focus on a variety of topics. These peer leaders can, similar
to the leadership teams and retreats above, engage students in a variety of
ways, as well as share their own leadership experiences.
Mentoring Programs. Peer leadership mentoring programs provide an
opportunity for students to build meaningful relationships with upperclass
students and for peer leaders to gain valuable mentoring and helping skills.
Mentoring topics and activities can be provided to assist in building this
relationship. The Blueprint Leadership Program at University of California
Berkeley (http://students.berkeley.edu/osl/blueprint.asp) identifies five stu-
dents a year to serve as leadership mentors. The mentors provide one-on-
one and group mentoring to participants and assist with workshop design
and delivery. Additionally, the mentors participate in training and ongoing
meetings for their leadership development.
Consulting Services. Peer leadership consulting provides an opportu-
nity for students in different organizations to gain expertise from experi-
enced peer leaders. Peer leaders can observe student organizations, conduct
meetings with organizational members, and provide them with resources
and advice. Consulting programs can include an array of possible workshop
topics or can be more specialized based on the group or topic. Leadership
E.D.G.E. (Experiencing Dynamic Growth through Experiential Education;
http://www.stedwards.edu/stulife/leadership.htm) is part of Hilltop Leader-
ship Development at St. Edward’s University (Austin, Texas). Peer leaders
are trained to lead teambuilding sessions, workshops, and organizational
consulting to student groups. Groups can request consulting and facilitation
on topics such as teamwork, decision making, and problem solving.
Leadership Program Planning and Coordinating. In addition to the spe-
cific programs cited above, peer leaders can be utilized in administrative
and coordinating roles within a leadership program, such as holding office
hours, planning events, greeting students at events, and developing new
program ideas. This allows peer leaders to interact with students in the
program in a variety of ways and can lead to building more meaningful
relationships and commitment among participants.
Program Considerations. Included in this section are additional
considerations for the development of leadership programs. More detailed
and comprehensive information on these guidelines and others can be
found in the CAS Standards for Student Leadership Programs (Council for
the Advancement of Standards [CAS], 2009) and the Handbook for Student
Leadership Programs (Komives and others, in press; Komives, Dugan, and
others, 2006).
Mission. Every leadership program should have a mission that centers
around students’ leadership learning and development. If peer leadership is

a cornerstone aspect of the program, it may be helpful to include this in the
mission of the program. Consider how the mission fits into the larger mis-
sion of the department or institution (Haber, 2006b; Council for the
Advancement of Standards in Higher Education, 2009). Students in the
peer leadership council at the University of Maryland (http://www.union
.umd.edu/leadership/peer.shtml) developed the mission, vision, and values
of the council. Their mission is to work “collaboratively to develop stu-
dents’ capacities to be social change agents, critical thinkers, and life-long
learners through challenging and engaging leadership learning
opportunities.”
Program Structure. Consider the different structural aspects of the pro-
gram including the number and types of learning experiences and accom-
panying time commitments. Some programs include different themes,
tracks, or phases for different students based on interests, class level, or
outcomes (Haber, 2006b). Also, consider incorporating tangible take-
aways, benefits, or credentials, such as certificates or graduation honors,
academic credit, compensation, or awards for the peer leaders and the other
program participants. This can help increase interest, credibility, and
commitment.
Learning Outcomes. Incorporating learning outcomes in a program
guides program development and assessment. Learning outcomes should
emphasize the holistic development of students and purposefully focus on
preparing students to be productive and engaged citizens (Council for the
Advancement of Standards in Higher Education, 2009). The CAS standards
outline the following dimensions of learning outcomes for leadership pro-
grams: knowledge acquisition, integration, construction, and application;
cognitive complexity; intrapersonal development; interpersonal compe-
tence; humanitarianism and civic engagement; and practical competence.
Learning outcomes can be developed for the different experiences within a
program, such as for the peer leader role or specific activities.
Learning Experiences. Utilizing a variety of learning experiences and
strategies can help engage students with different learning styles. Experi-
ences that actively engage the students, such as hands-on activities, real-life
scenarios or situations, service-learning projects, particularly when coupled
with intentional reflection activities, can allow for greater meaning-making
for the students. The mission of the program, learning outcomes, and the
student population being served should all be considered when determin-
ing the particular topics covered and opportunities provided in the pro-
gram. Additionally, consider incorporating leadership topics and models
that reflect emergent thinking on leadership, such as those presented ear-
lier in this chapter. The Students Taking Active Roles (STAR) freshman
leadership program (http://www.marquette.edu/osd/leadership/star.shtml)
at Marquette University (Milwaukee, Wisconsin) includes a series of ses-
sions focusing on a variety of leadership topics, framed in part by the SCM
and the Jesuit values of the institution. These topics are understanding

leadership, self, and others; values and leadership; power and privilege;
addressing bias; and reflection.
Human Resources. Consider how peer leaders can be utilized within a
program alongside professional staff. Staff can serve as advisors or co-facil-
itators/co-leaders. Defining these roles, relationships, and accompanying
authority and responsibility structures can help provide sufficient support
and oversight of the experiences and program.
Peer Leader Training and Development. Ongoing training and develop-
ment opportunities can help ensure the success of the peer leadership ini-
tiatives and can help with the leadership development of the peer leaders.
Training should include administrative aspects (e.g., policies and proce-
dures, running a program or meeting, referral skills, emergency protocol),
intrapersonal aspects (e.g., self-assessment of leadership capacities, reflec-
tion skills, awareness and management of emotions), and interpersonal
aspects (e.g., facilitation and presentation skills, helping skills, conflict
management, intercultural competence, and group development). Consider
using the emergent leadership models provided earlier in this chapter as a
foundation for training peer leaders. For example, training topics focused
on collaboration from the SCM (Komives and Wagner, 2009) and empow-
erment from the RLM (Komives, Lucas, and McMahon, 2007) are impor-
tant topics that could encourage a peer leader–student relationship based
on influence and collaboration. Ongoing evaluation and reflection activities
can be incorporated throughout the duration of the peer leadership experi-
ence, which can help students solidify their learning and make sense of
their experiences. Additionally, providing the time and space for peer lead-
ers to discuss their experiences with one another and with advisors can be
beneficial and serve as a valuable support system.
Conclusion
The integration of peer education into leadership programs provides a
number of opportunities for increased leadership capacity and enhanced
program development. Though leadership programs themselves are
anchored in different theories and approaches to leadership, the role of
peers in developing and implementing programs are consistently integral to
program success. As research about leadership evolves, one constant will
remain: increasing and enhancing such leadership programs will contribute
to the institutional goals and missions to develop responsible and capable
leadership and citizens. Involving peer educators in this important work
benefits the peer educators themselves, the student participants, and the
sponsoring institution as well.
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PAIGE HABER is an instructor and doctoral student in the Department of Leader-
ship Studies at the University of San Diego. Her master’s degree is in College
Student Personnel from the University of Maryland College Park.

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