Ella creyó que podía, así que lo hizo: Exploring Latina Leader Identity Development through Testimonio

Autor/in	Torres, Maritza
Titel	Ella creyó que podía, así que lo hizo: Exploring Latina Leader Identity Development through Testimonio
Quelle	(2019), (156 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Florida State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0857-8925-7
Schlagwörter	Hochschulschrift; Dissertation; Leadership Training; Females; Hispanic American Students; Self Concept; Cultural Differences; Hispanic American Culture; Personal Narratives; Teaching Methods; Culturally Relevant Education; Student Organizations; Student Attitudes; Student Leadership; Educational Environment; Educational Experience + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Führungslehre; Weibliches Geschlecht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Selbstkonzept; Kultureller Unterschied; Hispanistik; Erlebniserzählung; Teaching method; Lehrmethode; Unterrichtsmethode; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Schülerverhalten; Studentenwerk; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungserfahrung
Abstract	In teaching leadership and leader identity development to Latina undergraduate women, it is imperative their salient identities are addressed and acknowledged. The teaching of standardized forms of leadership and the deconstruction of established leadership principles and paradigms also need to be taken into consideration. Leadership educators need to create spaces in which Latina undergraduate students can thrive in classroom environments, student organizations, and programs. Because leadership is understood through an American cultural lens, reflection and meaning-making should be encouraged to integrate identity and culture within the realm of leader identity development. Through these experiences, the Latina leader identity development can be further reinforced. This study explored the leader identity development of Latina undergraduate women via "testimonio" as methodology (Huber, 2009; Reyes & Rodriguez, 2012). The culturally relevant leadership learning model (CRLL) (Bertrand Jones, Guthrie, & Osteen, 2016) and the women's leader identity development model (WLID) (Le Ber, LaValley, Devnew, Berghout Austin, Elbert, Sulpizio, & Tremaine, 2017) were used as conceptual frameworks. A sample of 12 self-identified Latina undergraduate women who were also involved in a student organization in any capacity and/or had taken a leadership class participated in the study. Participants were asked to write a "testimonio" regarding their leadership journey in college, and a follow up interview took place discussing their "testimonio" and their leader identity development. Based on the themes that emerged in the study, Latina undergraduate women developed their leader identity through leadership experiences, leadership courses, and various involvements on campuses. Participants indicated the importance of a culturally relevant campus climate and support from faculty, staff, and peers in their leader identity development. Aspects of the CRLL and WLID models were applicable to their experiences, and participants were able to provide recommendations to faculty and staff on how to help Latina undergraduate women develop their leader identity in college. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01