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ERIC Number: ED515363
Record Type: Non-Journal
Publication Date: 2009
Pages: 301
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1097-2226-0
ISSN: N/A
Does College Have a Lasting Influence on Leadership Development? A Comparative Study of Diverse Women
Mallen, Jennifer Lynne
ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles
Developing leaders has long been an espoused goal of American higher education and in more recent years a substantial body of college student leadership research has emerged. However, many questions remain understudied, including whether the leadership development process and the factors that influence development are universal for all students or whether they vary between different student subpopulations. Further, existing scholarship has not adequately explored whether college has any long-term influences on the leadership development for graduates. Utilizing a three-time-point (1994-1998-2004) dataset collected by the Higher Education Research Institute, consisting of 5,596 women (189 Black, 192 Asian, 145 Latina, and 5,070 White) from 223 colleges and universities, this study sought to address part of this empirical need using multiple regression to examine the factors that influence racial/ethnically diverse women's leadership self-confidence, professional leadership aspirations, and social change leadership aspirations both during college and in the early post-college years. Four overarching conclusions were gleaned from the analyses. Generally speaking, institutional factors did not play a prominent role in the development of women's leadership self-confidence or future aspirations during or after college. However, attending college did matter as several college experience, value, attitude, and self-concept measures had notable influences on the leadership development measures after four years of college. Analyses revealed there were few lasting effects of college; changes women experienced in the three leadership outcomes during the early post-college years were primarily attributable to experiences that women had after college along with several values, attitudes, and self-concepts they continued to develop during these years. This study also identified some important differences between women from the four racial/ethnic subgroups. Based on these findings, suggestions for future research are offered along with a number of programmatic and curricular recommendations for administrators and faculty members committed to the development of women leaders from diverse racial/ethnic backgrounds. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A