Empowering Through Connection: The Role of Peer Mentorship and Group Dynamics in the Academic and Professional Growth of Black American Psychology Students

This project explores how mentorship and collaborative group assignments can enhance leadership development among Black/African American students in a psychology classroom. Students engaged in a series of peer mentorship and research-based activities supported by Social Identity Theory and the Phenomenological Variant of Ecological Systems Theory. The findings suggest that classroom-based group initiatives can support academic achievement, a deeper understanding of culturally relevant expectations, and result in leadership growth and development. The author plans to implement a more formal study in future psychology courses.