Ain't I a Leader: Exploring the Leadership Narratives of Black Female Undergraduate Student Leaders at a Predominantly White Institution

Autor/in	Warren, Lamara D.
Titel	Ain't I a Leader: Exploring the Leadership Narratives of Black Female Undergraduate Student Leaders at a Predominantly White Institution
Quelle	(2009), (259 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-7532-7
Schlagwörter	Hochschulschrift; Dissertation; Undergraduate Students; Qualitative Research; Focus Groups; Interviews; Student Leadership; Leadership Training; Personal Narratives; Women Administrators; Womens Education; Womens Studies; Phenomenology; African American Students; Social Support Groups; Social Capital; Performance Factors; Barriers; Student Experience; Student Attitudes; Organizational Climate; Organizational Culture + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Qualitative Forschung; Interviewing; Interviewtechnik; Studentenwerk; Führungslehre; Erlebniserzählung; Weibliche Führungskraft; 'Women''s education'; Frauenbildung; Phenomenological psychology; Phänomenologie; Psychologie; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Social support; Soziale Unterstützung; Sozialkapital; Leistungsindikator; Studienerfahrung; Schülerverhalten; Organisationsklima; Unternehmenskultur
Abstract	Traditionally, research on student leadership development has been exclusive and focused primarily on the experiences of White, male undergraduate student leaders. Therefore, there is little knowledge about the leadership development of Black female undergraduate students. This exploratory study attempts to fills a gap in the student leadership development literature by examining and understanding the various sources of support and influence associated with the leadership experiences of Black female undergraduate students at predominantly White institutions. This study employed a combination of critical qualitative research and phenomenological methods in order to answer the guiding research question: What are the various sources of support and influence associated with the leadership experiences of Black female undergraduate students? Three in-depth semi-structured interviews and a focus group were conduced with ten Black female undergraduate students attending a large, public, predominantly White, research institution located in the Midwest. From the data analysis, three major themes emerged: (1) sources of influence and support, (2) self-perceptions, and (3) rationale for being a leader as well as two paradoxical themes: (1) the perception of the lack of issues of race and gender and (2) inability to identify leadership obstacles faced by Black female undergraduate student leaders at a predominantly White institution. The findings from this study provide insight for understanding the leadership development and support mechanisms of Black female undergraduate student leaders at predominantly White institutions. Most importantly, the findings from this study are useful for assisting higher education stakeholders in improving practices and policies related to student leadership development as well as expand the research on Black female undergraduate student leaders. [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	2017/4/10