Supporting Peer–Peer and Mentor–Protégé Relationships on the Internet

This study explores whether computer-mediated communication can be used to initiate and sustain peer–peer and mentor–protégé relationships and alleviate barriers to in-person communication faced by individuals with disabilities. It also compares peer–peer and mentor–protégé e-mail interactions. Content of e-mail messages exchanged between high school students with disabilities (49) and adult mentors (35) along with survey and focus group data were analyzed. Results support the electronic community as a favorable environment in which to provide peer and mentor support for high school students with disabilities. Results suggest that peer–peer and mentor–protégé relationships perform similar functions; however, peer–peer relationships are more personal. Conclusions can guide programs that wish to help youth advance their personal, academic, and career goals.