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Autor/inCollins, Jasmine
TitelA Comparative Group Factor Analysis of the SIAS: Implications for Measuring Social Justice Leadership Capacity
QuelleIn: Journal of Leadership Education, 18 (2019) 3, S.20-40 (21 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1552-9045
SchlagwörterSocial Problems; Advocacy; Social Justice; Student Leadership; Social Change; Student Diversity; Measures (Individuals); Race; Gender Differences; College Students; Leadership Training; Institutes (Training Programs); Social Structure; Values; Social Responsibility
AbstractA handful of models and measures currently exist for the purpose of assessing student capacity for leading social change. Ample research suggests that students of different racial and gender identity groups exhibit various understandings, motivations, and behaviors related to social engagement and transformation, yet few studies take into consideration the potential for diverse students to interpret social-change-related survey scale items differently. Using a critical quantitative approach, this study compares factor loading patterns of the Social Issues Advocacy Scale (SIAS; Nilsson, et al., 2011) across eight race/gender subgroups to test the extent to which the factor structure remains invariant. Findings suggest that intersections of race and gender do influence how scale items cluster together. This study lends support for critical quantitative research designs that examine social phenomena using a specific-group approach, and calls for scholars to consider the cultural validity of scales used to measure capacity for social justice leadership. (As Provided).
AnmerkungenAssociation of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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