Abstract
Peer tutoring in Higher Education is being used with increasing frequency to aid in student learning, motivation, and empowerment. Although an extensive body of research documents the efficacy of such programs, it exhibits a surprising lack of awareness of the social dynamics involved. This study focuses on peer tutors and students as they interact in higher education classrooms. Results indicate that this interaction does not always occur smoothly and that tutors often spend an inordinate amount of time engaged in impression management. Additionally, findings suggest that the tutor/student relationship can be rife with misunderstanding and power struggle.
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