Female student leaders: An examination of transformational leadership, athletics, and self-esteem

Galante, Marina; Ward, Rose Marie

doi:10.1016/j.paid.2016.11.017

Cited by 17 publications

(24 citation statements)

References 24 publications

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“…On the other hand, several researchers have found that student-athletes tend to have high self-esteem and positive body image, especially when compared to non-athletes (DiPasquale & Petrie, 2013;Esenturk et al, 2015;McLester et al, 2014;Wollenberg, Shriver, & Gates, 2015). Coaches, parents, and athletic directors should not be surprised by the results of this study since student-athletes are supposed to be engaged in constant physical activity due to the demands of their sport, which tends to improve body image, selfesteem, and eating disorder risk (Galante & Ward, 2017;Sabiston, Pila, Vani, &Thogersen-Ntoumani, 2018). Being engaged in organized sports can have a positive physical and psychological influence on student-athletes (Rottensteiner, Tolvanen, Laakso, &Konttinen, 2015).…”

Section: Discussionmentioning

confidence: 60%

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Negative eating behaviors are problematic and can often lead to more serious health issues. Eating disorders can progress to clinical disorders, requiring immediate attention. Student-athletes often face social and cultural pressures that exponentially increase the possibility of developing dangerous eating disorders. High expectations and constant scrutiny from coaches, teammates, and friends may similarly encourage a sense of desperation to meet and exceed the demands of their sport. For this reason, this quantitative correlational research study aims to: (a) examine eating disorder risk in Puerto Rican high school student-athletes; (b) assess statistically significant relationships between self-esteem and the risk of eating disorders; (c) identify statistically significant relationships between body image and the risk of eating disorders, and (d) analyze if body image and self-esteem significantly predicted eating disorder risk. Thirty-six Puerto Rican high school student-athletes completed a sociodemographic questionnaire, the Eating Attitudes Test (EAT-26), the Rosenberg Self-Esteem Scale (RSE), and the Body Appreciation Scale (BAS). A Pearson correlation coefficient examined the relationship between body image and eating disorder risk, and the relationship between self-esteem and eating disorder risk. Multiple regression analysis was used to assess whether body image and self-esteem could predict the risk of a potential eating disorder. Results show that in high school student-athletes, this was generally low, given a normal body image and a favorable degree of self-esteem. As such, no correlation was found between body image, selfesteem, and eating disorder risk. In this light, the above variables did not predict eating disorder risk. These results are positive, but further exploration with a larger sample of student-athletes would better corroborate the findings of this study.

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Section: Discussionmentioning

confidence: 60%

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“…This has made participation in leadership to remain largely male-dominated, despite substantial female students' progress (Matsa & Miller, 2013). Globally, many renowned scholars have advanced research on the influence of male participation which is used as a yardstick for the female participation in leadership (Galante &Ward, 2017;Heather & Kristen, 2017). Dasgupta and Asgari (2004) noted that some academic environments in male-dominated disciplines like sciences and maths produced an increase in automatic stereotypic beliefs in leadership among female students, thus the effect was mediated by the male course instructor.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This implies that their expectations and aspirations in leadership are less divergent at Higher Education level than at lower levels of education. Patriarchal issues related to female participation in University leadership have attracted a lot of attention from scholars (Banducci, 2010;Burton, 2015;Galante & Ward, 2017;Heather & Kristen, 2017). Scott-Samuel et al (2015) found out that patriarchal social structure, attitudes, and practices are part of a wider set of social structural determinants of female underrepresentation in leadership.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Globally, many renowned scholars have advanced research on the influence of male dominance which might be used as a yardstick for the female students' participation in leadership (Galante & Ward, 2017;Heather & Kristen, 2017). Some academic environments in male-dominated disciplines like sciences and maths have produced an increase in automatic stereotypic beliefs in leadership among female students, thus the effect is mediated by the male course instructor (Dasgupta & Asgari, 2004) In other words females' attitudes and beliefs about leadership are considered depending on the male disposition.…”

Section: Complexitymentioning

confidence: 99%

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Critical Reflection on the Nature of Campus Female Students’ Aspiration for Leadership Positions

Namaganda¹,

Kimoga²

2018

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The nature of aspiration for leadership is a necessary reflector of democracy, equality and equity is any situation. Although leadership in itself has intrinsic and extrinsic benefits to the leader and the led, there are many distractors to attaining it. Much research has been carried out in Western and Asian contexts on male dominance in leadership but less on-campus male dominance as reflected in the nature of female aspiration for leadership. This study sought to explore how the nature of campus female students' leadership aspirations results from the dominant male presence in the context. Using an institution in developing countries and drawing on the semistructured interviews to access female students' voices on their leadership aspirations, the study finds and concludes that females are internally and externally disadvantaged through complexity, esteem, and strength. The study recommends institutions to formulate policies strategies and practices that promote and foster female integrated cultures; provide appropriate emotional support and mentorship, and develop a leadership framework that closes the gender numeric and financial gap.

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“…These simplified definitions unify concepts from the various literatures we reviewed, which often employed subtly different conceptualizations and measures of leadership confidence and risk orientation. Some studies of leadership applied to students, for example, use a self-efficacy approach [16,17] or employ broad multi-dimensional assessment instruments [18], while others use more focused measures of certain skills or abilities [19,20]. Our data collection was subject to practical constraints that led us to employ simple, generalized measures, as described in the Methods section alongside a more detailed discussion of the rationales behind our conceptualization of these variables.…”

Section: Introductionmentioning

confidence: 99%