Force for Good: The Value of High-Achieving University Students in Tutoring Struggling Younger Students in Underserved Communities


Disparities in education access have been exacerbated by the pandemic. Children in communities with less access to education often experience additional vulnerability outside the classroom, compounding the gap between their education and that of other children. Given the paramount role that education plays in personal development, disparities in education pose a threat to the future of communities. Drawing on prior research and the success of the Texas Tech University Honors College’s Bayless Elementary Mentoring Program in Lubbock, Texas, we propose the intervention of partnering struggling students in impoverished communities with high-achieving university students in mentoring relationships that involve one-on-one academic tutoring as well as companionship. To represent the steps of the intervention, we propose the IPBMO model: “I” for Identify, “P” for partner, “B” for Befriend, “M” for Mentor, and “O” for Observe. In the Identify stage, students struggling academically or socially should be noticed. In the Partner stage, the identified student should be teamed up with a high-achieving university student whose personality matches the younger student’s temperament well. In the Befriend stage, the university student and the younger student form a bond that increases trust between the two individuals. In the Mentor stage, the university student tutors and advises the younger student on school, all while continuing friendship development. In the Observe stage, any changes in the younger student’s outcomes should be observed to ascertain the efficacy of the intervention. This model serves to be a good template to close the gap of disparities in education.

Author Information
Garren Ferreira, Texas Tech University, United States
Aarsh Ray, Texas Tech University, United States
Adarsh Hullahalli, The University of Texas at Austin, United States

Paper Information
Conference: IICE2023
Stream: Education & Difference: Gifted Education

This paper is part of the IICE2023 Conference Proceedings (View)
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To cite this article:
Ferreira G., Ray A., & Hullahalli A. (2023) Force for Good: The Value of High-Achieving University Students in Tutoring Struggling Younger Students in Underserved Communities ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings
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Posted by James Alexander Gordon