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ERIC Number: ED532084
Record Type: Non-Journal
Publication Date: 2009
Pages: 137
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1094-1700-5
ISSN: N/A
Mentoring the Leader: The Role of Peer Mentoring in the Leadership Development of Students-of-Color in Higher Education
Tingson-Gatuz, Connie Rose
ProQuest LLC, Ph.D. Dissertation, Michigan State University
The racial and ethnic demographic landscape of American society and postsecondary education is changing at an accelerated rate whereby people-of-color are becoming the numerical majority. Yet, little is known about the response to these changes particularly in the area of leadership. There is minimal evidence to suggest that members of racial and ethnic groups are assuming leadership roles in similar proportions to their population growth in society or in college. The intent of this study is to explore the ways in which peer mentoring contributes to how students-of-color develop as leaders. Using qualitative methodology, seventeen students participated in semi-structured individual interviews which also involved hand drawings of their experiences. The study was conducted at a large research institution located in the Midwest. Purposeful selection was applied to select students-of-color serving as a student leader of an ALANA (African American, Latino, Asian Pacific American, and/or Native American) student organization on campus. In the findings three themes emerged from data including Defining, Positioning, and Generativity. Peers mentors are defined in personal and organizational contexts. The setting and timing of interaction between peer mentors and participants affects the degree of their involvement in leadership. Leadership succession was evident among participants as a result of encouragement from their peer mentors. Connections between this study and theoretical models from three other research were identified including Kram's (1988) Developmental Relationships Model, Komives (2007) Generativity Model, and Sedlacek's (2004) Non-Cognitive Variable Model. Conclusions are drawn to provide insight on the benefits and outcomes of peer mentor models. Thus, institutions can utilize this information to enhance peer mentoring opportunities to increase leadership capacity among students-of-color. [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