Different Pathways to Leadership Development of College Women and Men

Shim, Woo Jeong

doi:10.1515/jsarp-2013-0020

Cited by 10 publications

(5 citation statements)

References 14 publications

(25 reference statements)

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“…Research on college women's leadership styles and behaviors consistently points to college women enacting relational and democratic leadership. Examination of college women's self‐assessed leadership behaviors through the Multi‐Institutional Study of Leadership suggests college women, more than men, strongly emphasize socially responsible leadership in their approaches to leadership (Dugan, Komives, & Segar, ; Shim, ). Qualitative examinations of the leadership experiences of college women holding positional roles in student organizations suggest college women adopt a nonhierarchical and collaborative leadership style that emphasizes building relationships, enhancing the organization, encouraging group decision making, and empowering others (Haber, ; Haber‐Curran, ; Romano, ).…”

Section: What Do We Know About Girls’ and Young Women's Leadership?mentioning

confidence: 99%

“…There is an opportunity to further girls’ and young women's leadership development by fostering active engagement on campus and in their communities through meaningful mentorship. Research suggests high school leadership involvement, participation in leadership trainings, involvement in campus student organizations, participation in community organizations, and volunteer experiences contribute to college women's leadership development outcomes (Dugan et al., ; Dugan & Komives, ; Haber, ; Shim, ). Further, holding formal leadership roles is an important experience for developing leadership skills (Haber, , ) and provides an opportunity to practice some of the concepts identified in this chapter, such as using one's voice, engaging one's power, and building one's efficacy for leadership.…”

Section: How Can We Develop Girls’ and Young Women's Leadership Capacmentioning

confidence: 99%

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Student Leadership Development for Girls and Young Women

Haber-Curran¹,

Sulpizio

2017

New Drctns Student Lead

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Section: What Do We Know About Girls’ and Young Women's Leadership?mentioning

confidence: 99%

Section: How Can We Develop Girls’ and Young Women's Leadership Capacmentioning

confidence: 99%

Student Leadership Development for Girls and Young Women

Haber-Curran¹,

Sulpizio

2017

New Drctns Student Lead

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“…In addition to the growing scholarly literature base on Latinx students, there has been an increase in recent research on gender and leadership as well as studies acknowledging and examining students' interlocking identities related to their leadership development and outcomes. This scholarship suggests some differences in college students' leadership behaviors, perceptions, self-efficacy, and outcomes based on gender (Dugan et al, 2008;Haber-Curran & Tillapaugh, 2018;Shim, 2013).…”

Section: Considering Identity In College Student Leadership Developmentmentioning

confidence: 99%

“…interlocking identities related to their leadership development and outcomes. This scholarship suggests some differences in college students' leadership behaviors, perceptions, self-efficacy, and outcomes based on gender (Dugan et al, 2008;Haber-Curran & Tillapaugh, 2018;Shim, 2013).…”

Section: Introductionmentioning

confidence: 99%

ELEVATING LATINA VOICES OF LEADERSHIP: Latina Student Leaders’ Beliefs, Approaches, and Influences to Leadership

Haber-Curran¹,

Tapia-Fuselier²

2020

Journal of Leadership Education

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There is a recent call for and emergence of leadership research that purposefully centers students' social identities and lived experiences in order to gain more nuanced understandings of college student leadership development and elevate marginalized voices in the leadership narrative. In this qualitative study, the researchers focused on the leadership approaches of Latina college student leaders at Hispanic Serving Institutions and the influences that shape their approaches to leadership. The findings reveal participants' unique forms of capital as well as sources of on-campus support that shape and influence their leadership beliefs and styles, including a focus on community, a commitment to making a positive impact, and non-hierarchical approaches to leadership.

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“…Our research is distinct in that it examined the intersection of two outcomes in the WNS. Although previous studies (Barber, 2012; King, Perez, & Shim, 2013; Holsapple, 2014; Shim, 2013) have examined individual WNS outcomes, little research has been conducted to date on how outcomes overlap in student experiences and how they may influence one another. Since it is expected that students will achieve multiple learning outcomes in the context of higher education, it is vital to investigate the possible linkages among outcomes.…”

mentioning

confidence: 99%

Intersecting outcomes: Promoting intercultural effectiveness and integration of learning for college students.

Perez¹,

Barber²

2018

Journal of Diversity in Higher Education

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This directed content analysis examined the relationships between 2 student learning outcomes in the Wabash National Study of Liberal Arts Education: intercultural effectiveness and integration of learning. We reexamined data from King, Perez, and Shim’s (2013) study of intercultural effectiveness and Barber’s (2012, 2014) studies of integration of learning to determine whether there was a relationship between these 2 outcomes among undergraduate students’ experiences, and the characteristics of those experiences that represented both outcomes. Within our analytic sample, experiences that reflected both outcomes tended to occur within formally structured educational environments (e.g., classes, study abroad) rather than in informal settings. Further examination of the analytical sample revealed that students generally displayed similar levels of complexity among their approaches to intercultural effectiveness and integration of learning within a particular experience. This study also revealed that students tended to reflect upon their marginalized social identities rather than their privileged ones as they integrated their learning. The findings of this research can be used to create more strategic opportunities for learning that promote the achievement of both outcomes, advancing the overarching outcome of fostering wise citizenship.

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Different Pathways to Leadership Development of College Women and Men

Cited by 10 publications

References 14 publications

Student Leadership Development for Girls and Young Women

Student Leadership Development for Girls and Young Women

ELEVATING LATINA VOICES OF LEADERSHIP: Latina Student Leaders’ Beliefs, Approaches, and Influences to Leadership

Intersecting outcomes: Promoting intercultural effectiveness and integration of learning for college students.

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