ERIC Number: EJ1175826
Record Type: Journal
Publication Date: 2018-Apr
Abstractor: As Provided
Am I a Leader? Female Students Leadership Identity Development
McKenzie, Brenda L.
Journal of Leadership Education, v17 n2 p1-18 Apr 2018
This grounded theory study aimed to understand the process of leadership identity development experienced by traditional-aged female undergraduate college students. The findings led to a model for leadership identity development consisting of four phases. Students' leadership identity development progressed from views of leadership as external to self to positional leaders to incorporation of self-as-leader whether in a position or not. The final phase reflected a shift to leading for social change. In the early phases of the model, the female students in this study saw gender as irrelevant to them as leaders even though they recognized societal views of female leaders as weaker or less capable. In later phases they understood how being female mattered, and by Phase 4 they recognized a need to take a stand on societal issues related to gender and race.
Descriptors: Social Change, Gender Differences, Race, Grounded Theory, Self Concept, Undergraduate Students, Models, Leadership, Females, Coding, Semi Structured Interviews, Student Attitudes, Student Leadership
Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A