Educating Graduate Leadership Students to Become Active Participants in Their Discourse Communities

Abstract

The leadership capacity of resident assistants can be impacted by many experiences, including involvement in mentoring relationships. The purpose of this study was to examine if and how resident assistants' leadership capacities are influenced by participating in mentoring relationships. Additionally, mentor-protégé race and gender pairings were explored. An adapted version of Astin's Inputs-Environments-Outcomes college impact model was used as the conceptual framework; the Social Change Model of Leadership was used as the theoretical framework. Overall findings included that resident assistants with a race match or gender match did not exhibit significantly higher leadership capacities than those who did not. I also included implications for practice and future recommendations.

Preparing the Leadership Educator Through Graduate Education

“…One possible way to mentor several students simultaneously is to create a seminar‐style, for‐credit course using the conference as the central point of learning (Getz & Tessema, ). Socializing graduate students into leadership studies discourse communities is valuable because the class can focus on knowledge acquisition, application, and the distinct aspects of developing an identity as a leadership scholar.…”