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ERIC Number: ED520701
Record Type: Non-Journal
Publication Date: 2010
Pages: 177
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1241-5979-9
Relational Leadership: Underrepresented Student Perspectives on Diversity Courses
Caviglia, Emily A.
ProQuest LLC, Ed.D. Dissertation, University of Southern California
This study is a qualitative examination of the perspectives of Black and Latino students, traditionally underrepresented at predominately White institutions, in the environment of the mandatory diversity course at Western University. Students were qualitatively queried regarding their views on how diversity courses shape elements of relational leadership including (1) leadership as a process to enhance collective needs; (2) relational leaders comprehending individual and team dynamics; (3) relationship development; (4) consideration of the benefits of divergent thinking; (5) enhancement of collaboration through different perspectives, and (6) all members as equal collaborators (Kezar, Carducci & Contreras-McGavin, 2006). Using the theoretical lens of Allport's (1975) theory of inter-group interaction, Hurtado's campus climate theory, and the concept of critical mass this study found underrepresented students reported increases in elements of relational leadership due to involvement in the diversity course. While diversity courses were found to be beneficial for relational leadership, negative classroom interactions such as tokenism, were detrimental to student learning and development. Further research on underrepresented student experiences in diversity classrooms should explore (1) how a multicultural curriculum shapes identity development for Black and Latino students; (2) how classroom interactions that can be unfavorable such as tokenism can be minimized; and (3) how bi or multi-racial students may be influenced in diversity courses based on visible or invisible intersections of identity. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A