Leadership Experiences and Perspective Taking Among College Students

Soria, Krista M.; Werner, Linnette R. L.; Nath, Conor

doi:10.1080/19496591.2018.1490309

Cited by 13 publications

(8 citation statements)

References 32 publications

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“…Leadership educators who serve in a mentorship capacity with students may also be more adept at identifying leadership values or mindsets among student leaders and intervene to give students opportunities to engage in leadership and therefore contribute to students' development of leadership efficacy (Rosch & Stephens, 2017). It is evident from our study and similar research that shorter-term or more intensive programs may be more effective in leadership development (Dugan et al, 2008;Soria, Werner, & Nath, 2019) (Dugan et al, 2008;Dugan et al, 2013;Kodama & Dugan, 2013;Nguyen, 2016). Our results also add insights into first-generation students' leadership efficacy and suggest that practitioners should examine whether their leadership programs are equitable for students based upon their social class, parental education, or other socioeconomic status indicators (Soria, Hussein, & Vue, 2014).…”

Section: Resultsmentioning

confidence: 56%

Enriching College Students’ Leadership Efficacy

Soria¹,

Kaste²,

Diekemper³

et al. 2020

Journal of Leadership Education

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The purpose of this study was to examine whether undergraduates' participation in 12 different leadership trainings, workshops, conferences, or programs was associated with students' leadership efficacy. We used data from the Multi-Institutional Study of Leadership survey, which eight of the Big 10 institutions administered to students in spring 2018. The results suggest that students' participation in shorter-term or moderate-term experiences-a leadership conference, retreat, lecture/workshop series, course, or positional leadership training-was positively associated with students' leadership efficacy. We therefore encourage leadership educators and practitioners in higher education to consider the duration of their programs to maximize students' outcomes.

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Section: Resultsmentioning

confidence: 56%

Enriching College Students’ Leadership Efficacy

Soria¹,

Kaste²,

Diekemper³

et al. 2020

Journal of Leadership Education

Self Cite

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show abstract

“…SPT is a foundational mechanism that greatly influences students' capacity to engage in greater society and is an important precursor for higher cognitive development (Soria, Werner, & Nath, 2019). Not all first-year students will participate in formal leadership courses or service-learning projects (Soria, Werner, & Nath, 2019). However, they will often participate in programming offered on their residence floor or join their first-year intramural team.…”

Section: Social Perspective Taking and Student Engagement Theorymentioning

confidence: 99%

Untitled

2021

JCAPS

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It focuses on publishing rigorous, relevant, and respected scholarship related to postsecondary education cocurricular campus activities, and translating such scholarship to practice. It especially encourages submissions from practitioners throughout higher education. Typical submissions to the journal cover topics such as: Student and leadership development within campus activities Programming within a diverse and multicultural campus Advising students and their organizations Campus programming, governance, and/or funding boards Assessing the effects of student involvement in campus activities Navigating political and legal issues in working with students Professional development for staff and faculty who work with studentsAuthors can find more information about the submission process at naca.org/JCAPS.

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“…What are the qualities embedded in an evidence‐based practice that makes it effective for students’ leadership development? To be sure, there are a lot of evidence‐based practices that are ineffective or have negative effects on student learning, including, notably, leadership trainings and workshops themselves (Soria, Werner, & Nath, 2019). To that end, leadership educators must concern themselves with all that is under the proverbial hood of evidence‐based practices.…”

Section: Critical Questions For Educatorsmentioning

confidence: 99%

Deepening, Broadening, and Charting: Extending the Reach and Impact of Evidence‐Based Practices for Leadership Development

Johnson

Soria

2020

New Drctns Student Lead

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approached us to edit this issue, we were initially hesitant because we have spent considerable time in the past several years critiquing "high-impact practices" in our individual and joint scholarship, especially as they relate to fostering outcomes necessary for living in a diverse democracy. After voicing our hesitations, we were thrilled to learn that the intended focus of this volume was to offer a critical stance of evidence-based practices (we intentionally chose "evidence-based practices" to distinguish this work from the high-impact practices literature). We quickly began generating a list of scholars who had similar reservations and concerns about the ways in which many educators have so quickly and uncritically adopted high-impact practices. We are pleased that we were able to make space for their important voices that have pushed readers to think about the most effective ways to incorporate evidence-based practices while deepening and broadening their impact.

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Leadership Experiences and Perspective Taking Among College Students

Cited by 13 publications

References 32 publications

Enriching College Students’ Leadership Efficacy

Enriching College Students’ Leadership Efficacy

Untitled

Deepening, Broadening, and Charting: Extending the Reach and Impact of Evidence‐Based Practices for Leadership Development

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