Applying Social Justice Principles to a Peer Mentoring Scheme for Foundation Students

Abstract

This paper explores the application of social justice principles as cornerstones in the design and planning of a peer mentoring scheme for foundation students at an English university aimed at assisting transition to HE and at fostering belonging to university. Starting from the specific needs of students and institutional priorities, it provides examples of how the social justice principles of a) meeting student needs, b) equity and c) participation in a safe community can be strategically operationalised to support students. They have been applied in relation to the scope of the scheme; to removing barriers that inhibit scheme membership and support the dissemination of participant knowledge; and to the processes and partnerships between groups that sustain the scheme and help create a safe community. The discussion extends our understanding of the contexts of application of social justice principles. It is hoped that it can be useful to other mentoring schemes and initiatives to support students and, more broadly, to advance the social justice agenda.