College Student Leadership Development 2013 - Manyibe_Manyibe_Otiso.pdf (original) (raw)
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Examining the continuum of Black student leadership: From community to college and beyond
education policy analysis archives
This qualitative comparative case study examines the leadership involvement of 11 Black collegians and how they make sense of enacting transgenerationally informed knowledge(s) as racial socialization to navigate a predominantly White institution (PWI) campus. Findings indicated participants used elder communal instruction and parental home pedagogy to inform what it means to be leaders who enact social justice while Black. Emergent themes were: 1) Collective Definition; and 2) Self-sacrifice. Participants indicated parents and elders racially socialized them to be self-sacrificing leaders who used values, respect, and honor to preserve Black culture, people, and traditions. Racial socialization processes influenced students to become leaders who built and sustained Black college communities by being resilient. Participants acknowledged that although resiliency was important there was added value in practicing racial resistance, which allowed for exposing racially threatening opposi...
What’s Up with This Leadership Thing? Voices of African American Male College Undergraduates
Journal of Leadership Education
This study investigates the perceptions of leadership of African American undergraduate males who attend a predominately-White institution in the Southwest after participation in a leadership development program. Research concerning African American undergraduate males in education has been from a deficit-orientated narrative and focused primarily on academic achievement or lack of involvement, with little attention paid to African American males performing leadership. As society continues to focus on graduation and college attendance by African American males, it is important to explore African American undergraduate male leadership as a viable method to engage and influence graduation and attendance. This study examines the way in which African American undergraduate males make meaning and define leadership. Results indicated that African American undergraduate males defined leadership as either leader behaviors or specific characteristics that leaders possess. The study indicates a need for leadership educators and student affairs professionals to develop and implement a common language concerning leadership with student leader
Understanding Leadership Development in African American Youth
Journal of Human Behavior in the Social Environment, 2007
This exploratory study assesses factors related to leadership development for African American adolescents participating in a community service program designed to develop young African American leaders (N = 345). Psychometric characteristics of self-reported levels of leadership are explored to determine similarities and differences between gender groups. A multivariate analysis of socioeconomic factors, levels of self-esteem, school grades, and social activities as predictors of leadership development produced mixed findings. The results suggest that higher levels of global and academic self-esteem are related to leadership characteristics in female respondents, but not males. On the other hand, the impact of program participation on leadership was only significant in the area of personal relationship skills as a form of leadership
Leadership Development in College Freshmen
2013
Effective teaching of socially responsible leaders happens through the integration of comprehensive leader development and service-learning projects that seek positive social change. Positive social change is the process of integrating “ideas, strategies, and action” to improve the “human and social condition” in “individuals, communities, organizations, institutions, culture, and societies” (Walden University, 2012, p. 9). The value of change is its ability to influence the community positively through compassion, purpose, and action. Where does this growth of change and leadership begin in higher education?
States of America face several challenges as a result of leadership styles and decision-making. This has greatly hampered the quality of graduates coming out of these colleges due to poor facilitation and service delivery. This study investigates the leadership styles employed by presidents of Historically Black Colleges and Universities and presents some important insights for future academic discourse. A qualitative research design was adopted. Several steps were taken to ensure trustworthiness and integrity of the research process and materials. A total of 17 presidents were involved in the study through interviews. Data were analyzed using content analysis method. Several leadership theories were used to ground the study on theory. Findings indicated that each participant manifested a combination of the characteristics represented by these theories with different aspects of leadership emerging in response to specific challenges and contexts. Further, some responses indicate that college presidents applied more than one theory in their leadership activities depending on the situation.
African Postcolonial Leadership: The Contribution of African Student Leaders in the United States
2013
Eric Karikari, a student in the Department of Communication Studies at Minnesota State University, Mankato is the author of the study titled, African Postcolonial Leadership: The Contribution of African Student Leaders in the United States in May 2013. This qualitative study which is a contribution to literature on postcolonialism in Africa emphasizes the work of leaders in African student organizations in the US. The study seeks to investigate if the agenda in African student organizations align with those of postcolonial leaders like Kwame Nkrumah, Nelson Mandela, and Julius Nyerere. There were four male and three female leaders interviewed for the study. The leaders, who came from universities in the Midwest, Northwest and the South, talked about their leadership styles, organizational vision, and knowledge of African colonial history in the context of postcolonial leadership on the continent. The study employed techniques in grounded theory and thematic analysis to analyze parti...
Leadership Challenges among Undergraduate Students: Case Study of Dominion University, Ibadan
Leadership in a Changing World [Working Title], 2022
Student leadership is critical too for the smooth running of the University. Unlike other areas of human endeavor, leadership challenges among undergraduate students are a phenomenon. It is against this background; this chapter examined the leadership challenges among students of Dominion University, Ibadan, Nigeria. It is an empirical study. It is a qualitative study. Data; were gathered through in-depth interviews, key informant interviews, and focus group discussions. The study also made use of non-participant observation. Data; were gathered from 100 L, 200 L, 300 L students and staff of the University. Data were zanalyzed using content analyzed and using the narrative style. Findings show that Dominion University has the mandate of producing; value-based education. Leadership challenges undergraduate students include lack of support for selected leaders, lack of respect, and the wrong perception. The chapter concludes that with the right kind of training, Dominion University leadership skills acquisition can transform the plethora of challenges facing undergraduate leaders in Dominion University.
Applying a Leadership Framework to Historically Black Colleges and Universities (HBCUs) Post Fordice
2013
This dissertation is the culmination of the work of a powerful collective. The journey began with a challenge from my father Mr. James Early, who looked at me and said "are you going to do it?" and my mother Ida Early who always had faith that while I danced to a different drummer, I would get there in the end. Their love and support continues to define my journey. A tremendous thank you to Dr. Lize Booysen, my chair and cheerleader who offered me guidance and permission to be me, authentically tell my story and to value the journey. She taught me much about life and leadership, human nature, equality and social justice. I am proud to have her as an advisor and exemplar of leading change. I value every interaction we've shared and learned more than I can ever express. Dr. Jon Wergin is owed a profound thanks as well. Our initial conversation convinced me that this program was exactly what I needed. Dr. Wergin's knowledge and humility are astounding. He provided challenges when required, space for different views and opportunities to discover new ways of considering an issue. Dr. Alicia Jackson has been an ardent supporter and sometimes a gentle critic. She is always an exemplar of grace, intellect and has taught me many lessons in integrity, perseverance and commitment. She will always have my gratitude. Dr. Mary Beth Gasman encouraged my research and endeavors. She is a highly respected scholar in this field and her input was invaluable. I remain honored that she was a part of my process.