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"I Want to Bring Other People with Me": Leadership Self-Efficacy as a Moderator of Stereotype Threat for College Students of Color at Historically White Institutions / Ana M Rossetti.
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Rossetti, Ana M., author.
- Language:
- English
- Subjects (All):
- Higher education.
- Higher education administration.
- Ethnic studies.
- Higher Education Management--Penn dissertations.
- Penn dissertations--Higher Education Management.
- Local Subjects:
- Higher education.
- Higher education administration.
- Ethnic studies.
- Higher Education Management--Penn dissertations.
- Penn dissertations--Higher Education Management.
- Physical Description:
- 1 online resource (192 pages)
- Distribution:
- Ann Arbor : ProQuest Dissertations & Theses, 2022
- Contained In:
- Dissertations Abstracts International 84-04A.
- Place of Publication:
- [Philadelphia, Pennsylvania] : University of Pennsylvania, 2022.
- Language Note:
- English
- Summary:
- This purpose of this study was to explore the connection between racial identity and leadership development to inform the design and delivery of culturally responsive leadership development for college students of color. This study employed an explanatory sequential mixed methods design. The quantitative study was a secondary analysis that identified postsecondary institutions where college students of color demonstrated significant growth in leadership self-efficacy. Quantitative findings informed the design of the qualitative study, which used a constructivist grounded theory approach to examine the experiences of 35 college seniors of color at three historically White institutions in the United States. During interviews, participants were asked about their racial and ethnic self-identification, their own conceptualization of leadership, leadership development experiences and influences, and whether they drew connections between their racial identity and their leadership development. Stereotype threat emerged inductively as a pervasive factor impacting the experiences and outcomes of college students of color at all three historically White universities, irrespective of participant or institutional characteristics. The study found three consistent categories of stereotype threat impact: (a) psycho-emotional, (b) behavioral, and (c) academic. The study also revealed three factors that moderated stereotype threat effects: (a) identity-safe environments, (b) faculty and staff of color, and (c) leadership development. Evidence from this study demonstrated leadership self-efficacy growth among individual students of color can have multiplying effects, encouraging growth in leader identity and leadership self-efficacy for other students of color on campus. Although this study shows all three moderators mitigated negative effects of stereotype threat, findings suggested leadership self-efficacy has promising multiplying effects resulting in leadership enactment by other students of color at historically White institutions. The moderating effect of leadership self-efficacy development on the insidious negative effects of stereotype threat made it a promising intervention that has valuable academic and professional benefits and could stimulate protective factors for other students of color on campus.
- Notes:
- Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
- Advisors: Dache, Amalia Z.; Committee members: Harper, Jessie; Brown-Henderson, Lesley-Ann.
- Department: Higher Education Management.
- Ed.D. University of Pennsylvania 2022.
- Local Notes:
- School code: 0175
- ISBN:
- 9798845407825
- Access Restriction:
- Restricted for use by site license.
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