The Strengths of Women / Katie Royer Krimmel.

Format:

Book

Manuscript

Thesis/Dissertation

Author/Creator:

Krimmel, Katie Royer, author.

Contributor:

University of Pennsylvania. Higher Education Administration, degree granting institution.

Gasman, Marybeth, degree supervisor.

Dinunzio, Karen, degree committee member.

Ladner, Jeanne Stanley, degree committee member.

Language:

English

Subjects (All):

Higher education.

Educational psychology.

Educational leadership.

Higher Education Administration--Penn dissertations.

Penn dissertations--Higher Education Administration.

Local Subjects:

Higher education.

Educational psychology.

Educational leadership.

Higher Education Administration--Penn dissertations.

Penn dissertations--Higher Education Administration.

Physical Description:

1 online resource (166 pages)

Contained In:

Dissertation Abstracts International 78-10A(E).

Place of Publication:

[Philadelphia, Pennsylvania] : University of Pennsylvania ; Ann Arbor : ProQuest Dissertations & Theses, 2017.

Language Note:

English

System Details:

Mode of access: World Wide Web.

text file

Summary:

This study uses the Clifton StrengthsFinder assessment to examine if patterns exist among five most and least frequent signature themes and associated leadership domain areas in students who attend a selective, liberal arts, women's college, as compared to people and other women in the general population. Understanding whether certain patterns of themes exist could help inform a customized strength-based development curriculum in relation to internship preparation. Three data sets including 964 cases from a selective liberal arts college (C), 14.7 million cases from Gallup (G), and 6.1 million Gallup women (GW) were analyzed using frequency tables, chi-square tests for independence, and relative risk ratios.

While one of the most frequent and three of the least frequent themes overlap across samples, statistically significant differences exist in the patterns for the most and least frequent themes in sample C as compared to samples G and GW. Part of the methodology involved calculating relative risk ratios for sample C compared to samples G and GW. The five most frequent themes and statistically significant RR ratios for Sample C were Input (84.55%, 61.99%), Empathy (75.72%, 26.43%), Learner, Restorative (61.56%, 51.96%), and Intellection (125.4%, 116.78%) and the five least frequent themes were Command (68.12% (GW)), Significance, Belief (-63.90%, -65.90%), Arranger (-70.01%, -67.37%), and Self-Assurance (-43.26% (G)).

Themes in sample C fell into the following four StrengthFinder domain areas: Relationship Building (32.84%), Strategic Thinking (32.78%), Executing (23.49%), and Influencing (10.89%). Three of the five most frequent themes in sample C were part of the Strategic Thinking domain area and three of the five least frequent themes were part of the Influencing domain area. Compared to sample G and GW respectively, those in sample C have 26.33% and 42.14% more of a chance of having a theme in the Strategic Thinking domain. Similarly, those in sample C have 27.74% (G) and 16.72% (GW) less of a chance of having themes in the Influencing domain. The patterns identified in this study help education professionals chart a course for strength-based development training, by learning more deeply about these common themes and exploring developmental opportunities related to those specific areas.

Notes:

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Advisors: Marybeth Gasman; Committee members: Karen Dinunzio; Jeanne Stanley.

Department: Higher Education Administration.

Ed.D. University of Pennsylvania 2017.

Local Notes:

School code: 0175

ISBN:

9781369830033

Access Restriction:

Restricted for use by site license.