Longitudinal Leadership Capacity Growth among Participants of a Leadership Immersion Program: How Much Does Structural Diversity Matter?

Autor/inn/en	Collins, Jasmine D.; Rosch, David M.
Titel	Longitudinal Leadership Capacity Growth among Participants of a Leadership Immersion Program: How Much Does Structural Diversity Matter?
Quelle	In: Journal of Leadership Education, 17 (2018) 3, S.175-194 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1552-9045
Schlagwörter	Leadership Training; Immersion Programs; Racial Composition; Student Diversity; Capacity Building; Student Development; College Students; Leadership Qualities; Measures (Individuals); Leadership Styles; Student Motivation; Self Concept Measures; Self Efficacy; California (San Francisco); Idaho (Boise); Massachusetts (Boston); Ohio; Michigan; South Carolina; Colorado; Tennessee; Illinois; Florida; Indiana; Pennsylvania; Louisiana (New Orleans); Alabama; Georgia; Iowa; Kansas; North Carolina; Wisconsin + Suchen Sie Ihr Suchwort? Führungslehre; Immersionsprogramm; Collegestudent; Führungseigenschaft; Messdaten; Führungsstil; Schulische Motivation; Self-efficacy; Selbstwirksamkeit
Abstract	Numerous studies have provided evidence that interracial interaction can contribute to the development of leadership skills and behaviors for university students. Yet, little empirical research has been dedicated to understanding the effects of structural (compositional) racial diversity within leadership programs on program participant outcomes. This study examined the impact of the structural racial diversity of 50 leadership program sessions on student leadership capacity gains over time. A total of 667 participants in sessions coded as either "High," "Moderate," or "Low" with regard to racial diversity within the session served as the sample. Results from data collected immediately prior to, directly after, and 3-4 months after program participation suggest the training effects of a leadership initiative may be augmented by the recruitment of racially diverse participants. (As Provided).
Anmerkungen	Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01