Peer learning entails the exchange of information among individuals who share commonalities in social, cultural, gender, and age aspects. According to Parkin & McKeganey (2000), peer education can be conceptualized as the process wherein individuals from the same societal or social background educate each other, emphasizing the sharing of information within social groups where peers have similar ages and statuses, thus identifying with each other (p. 295). The concept of shared status, whether in terms of age, ethnicity, gender, or cultural affiliation, plays a pivotal role in peer education (Parkin & McKeganey, 2000). Informal peer education is utilized to uphold both cultural and social equality within a peer group (Parkin & McKeganey, 2000). Research indicates the significance of a shared cultural background and social standing, allowing peer leaders to empathize with those who share similar perspectives while avoiding the imposition of power or control (Parkin & McKeganey, 2000, p. 295). The review by Parkin & McKeganey (2000) suggests that peer educators with comparable status can establish desirable credibility regarding age, gender, ethnicity, as well as through their experiences and the non-judgmental communication of information.
In their work, Turner & Shepherd (1999) highlight ten widely supported points in favor of peer education:
- Peer education proves to be more cost-effective than alternative methods.
- Peers are acknowledged as credible sources of information.
- Participation in peer education is empowering for those involved.
- Peer education utilizes an established means of sharing information.
- Peers, being relatable, are more effective in conveying information.
- Peer educators can serve as positive role models.
- Serving as peer educators brings benefits to individuals involved.
- Peer education may be more acceptable compared to other forms of education.
- Peer education effectively reaches individuals who are hard to reach through traditional methods.
- Peers contribute to reinforcing learning through ongoing contact (pp. 236-237).
In summary, these points collectively underscore the merits of peer education in various aspects, emphasizing its cost-effectiveness, credibility, empowerment, and effectiveness in reaching diverse audiences.
Benefits of Peer Learning and Peer Led Interventions – Peer Leaders
Parkin & McKeganey (2000) say that the best sign that peer education works well is how it affects the people doing the educating, called peer educators. These peer educators are usually motivated on their own to help their friends, and they also get benefits from doing it. This whole process can make the people involved feel empowered because they play an active role in teaching others. The authors' study of the evidence leads them to think that peer education is better at changing what educators know and think than changing the actions of the people getting the help. They also admit it's hard to be sure about this conclusion because it relies on people telling about changes in what they think and do.
Peer Led Interventions with Newcomer Women
The Women's Platform is a project started by the Scalabrini Centre in Cape Town. It provides special services to South Africans, Migrants, and Refugees. This platform is like a support network for women, offering things like skill training, workshops to help personal growth, chances to connect with others, and help in starting small businesses. Inside The Women's Platform, there's a program called Peer-to-Peer mentoring. In this program, women mentors get paid to lead practical training in personal or financial skills. Mundell & Carone (2016) did interviews and found that the Peer-to-Peer mentoring program is a good way to develop leadership among the participants. People who got mentoring said it was really helpful to learn from other women who they can relate to and talk openly with. Also, the mentors get valuable experience to put on their resumes (p. 503).