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Leveraging Peer Resources to Promote Undergraduate Education and Well-being

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  • Smita Brunnermeier

Abstract

Princeton University is a private research university with approximately 250–280 juniors and seniors majoring in economics. In the past decade, the university has made significant strides in expanding and diversifying its undergraduate student body by admitting more students overall as well as by admitting more first-generation, minority, transfer, and international students. With this expansion comes the responsibility to build community and broaden access to valuable social and knowledge capital to help all students thrive in their academic and post-graduation careers. Traditionally, there has been an uneven playing field in access to such capital, with insiders passing academic, career, and social advice to younger students in restricted access circles like athletic teams, eating clubs, student organizations, and fraternities. This paper describes university, economics department, and student-led efforts to foster peer mentorship more broadly to promote the academic and social well-being of all students.

Suggested Citation

  • Smita Brunnermeier, 2024. "Leveraging Peer Resources to Promote Undergraduate Education and Well-being," The American Economist, Sage Publications, vol. 69(2), pages 317-325, October.
    • Handle: RePEc:sae:amerec:v:69:y:2024:i:2:p:317-325
    DOI: 10.1177/05694345241263587
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    References listed on IDEAS

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    1. Bruce Sacerdote, 2001. "Peer Effects with Random Assignment: Results for Dartmouth Roommates," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 116(2), pages 681-704.
    2. Scott E. Carrell & Richard L. Fullerton & James E. West, 2009. "Does Your Cohort Matter? Measuring Peer Effects in College Achievement," Journal of Labor Economics, University of Chicago Press, vol. 27(3), pages 439-464, July.
    3. David J. Deming, 2017. "The Growing Importance of Social Skills in the Labor Market," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 132(4), pages 1593-1640.
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