The change in women's social roles has led to the development of the concept of the alpha female, but currently there is no way to measure the construct. The present study discusses the development of a 14-item measure of an alpha female personality that is consistent with current definitions and examines the measure with respect to similar constructs (e.g., self-esteem, emotional intelligence, leadership, and sex-role). The three scales of the Alpha Female Inventory (leadership, strength, and low introversion) were positively related to self-esteem, emotional intelligence, the Student Leadership Profile Inventory, and masculine traits as measured by Bem's Sex-Role Inventory. The Alpha Female Inventory can be used to identify women who embody alpha leadership qualities and to aid in our overall understanding of women as leaders.

With the emergence of a new generation of strong and empowered female student leaders on college campuses, a special type of female leader, the Alpha Female, has developed. This study examines the essence of having an Alpha Female identity for 13 undergraduate women at a Midwestern university. Extensive interviews were conducted; transcripts were generated; emergent themes were derived; horizonalization and cross-case analysis was conducted; and, constant comparative method among the researches was employed. Findings reveal that strong positive antecedent family variables are present. Each participant perceives strong advantages and a positive impact from being an Alpha Female in the collegiate environment. Suggestions for further rich, qualitative investigations and Possible educational interventions and institutional support are offered.

Despite the popularity of leadership education on college campuses, little is known about what individual participants learn and remember. This longitudinal study examines the impact of a leadership education retreat through the eyes of six undergraduate college men. Entry and exit interviews, along with intensive one and two year follow-up interviews, were conducted. Cross case analysis reveals that leadership identity was reshaped by perceived personal failure during crisis. Longitudinal analysis suggests that students attribute improved leadership capabilities less to leadership education than to their own development and leadership experiences. This study questions the value of stand-alone or shortterm leadership education models and suggests new curricular approaches to leadership education that incorporate potential future crucible experiences.

This study examines the impact of a leadership education retreat through the eyes of six undergraduate college men who participated in The Institute for Men of Principle at a midwestern college. What influences shape their definition and experience of leadership? Entry and exit interviews were conducted along with field notes from observations during the five-day curriculum. The study finds that early socialization experiences are paramount. In addition, participants uniformly struggle with acquiring and keeping the role of leader. Being a leader also plays a crucial role in the self-esteem of the participants. Analysis of the curriculum reveals that the application of leadership theory during hands-on activities was effective in shaping their views Framing leadership as a team endeavor and the need for personal congruence as a leader were the strongest consistent changes in participants' perceptions. The case is made for qualitative and longitudinal investigation for assessing leadership education programs.

This introspective and reflective idea brief explores the nature of the gap between what leadership educators hope to accomplish in the lives of students and what actually happens. The author draws upon 30 years of leadership education and a wealth of interactions with leadership educators and student leaders across North America. Five latent barriers to successful leadership education are presented for further discussion, debate, and application. These include hidden narratives, limitations of past leadership styles, student leader collapse, the attached umbilical cord, and the price of being a student leader. The reader is encouraged to engage in supportive dialogue with colleagues to address difficult questions and cultural obstacles to our work.