A Phenomenological Study of Student Leaders of Color at Dominantly White Christian Institutions

Autor/in	Hays, Sharia L.
Titel	A Phenomenological Study of Student Leaders of Color at Dominantly White Christian Institutions
Quelle	(2018), (186 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4385-5021-6
Schlagwörter	Hochschulschrift; Dissertation; Phenomenology; Student Leadership; Minority Group Students; Whites; Institutional Characteristics; Christianity; Church Related Colleges; Student Experience; Racial Identification; College Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Phenomenological psychology; Phänomenologie; Psychologie; Studentenwerk; White; Weißer; Christentum; Kirchliche Hochschule; Studienerfahrung; Collegestudent
Abstract	Leadership has been identified as an important component of higher education and the college student experience (Dugan, 2006; Komives, Dugan, & Owen, 2011; Shertzer & Schuh, 2004; St. John, Rowley, & Hu, 2009). Although there has been an increase in leadership initiatives across higher education, many institutions, specifically dominantly White Christian institutions have struggled to find ways to involve students of color in leadership. Utilizing a phenomenological approach, this study explored the leadership experiences of 11 students of color from 3 dominantly White Christian institutions. Furthermore, the study examined ways in which students' racial identity shaped their experiences. Findings revealed how evangelical and institutional dynamics of racism were instrumental in forming students' experiences. Being the "only" within a dominant culture also added an extra pressure to represent and adapt. The Christian values of the students and their institutions offered another level of complexity to their leadership experiences. Students emphasized that becoming a leader had to be a choice that was self-motivated; however, they expressed the importance of friends, family, mentors, and educational practitioners being core contributors in shaping their decisions about and experiences of leadership. Study results provide Christian higher education practitioners an overview of the ways students of color navigate the complexities of race as a student leader within a dominantly White Christian institution. Three implications for practice were identified based on results. The first one is developing strategies for minimizing the pressure student leaders of color experience by changing the minority/majority relations, increasing racial representation, and creating safe spaces on campus. The second is to improve the campus racial climate by assessing and changing institutional policies and practices that systemically create racial barriers for students of color. Finally, practitioners need to be intentional in constructing marketing strategies that create one on-one connection with the hiring team, communicating the message that all students are valued, and highlighting the stories of students of color currently involved in leadership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01