Do Fraternities and Sororities Enhance Socially Responsible Leadership?

Martin, Gregory G.; Hevel, Michael S.; Pascarella, Ernest T.

doi:10.1515/jsarp-2012-6245

Cited by 20 publications

(26 citation statements)

References 12 publications

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“…In recent years, extensive scholarship has identified a myriad of factors that are important to college student leadership development. For instance, key influences on students' leadership development include meaningful conversations and interactions with peers about differences (Dugan & Komives, 2010;Riutta & Teodorescu, 2014), participation in service learning (Dugan & Komives, 2010;Wagner & Mathison, 2015), development of leadership self-efficacy (Dugan, Kodama, Correia, & Associates, 2013;, and leadership experience through student organizations participation (Garcia, Huerta, Ramirez, & Patrón, 2017;Martin, Hevel, & Pascarella, 2012).…”

Section: College Student Leadership Development and The Role Of Mentomentioning

confidence: 99%

Mentors that Matter: International Student Leadership Development and Mentor Roles

Shalka

Corcoran

Magee

2019

jis

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Leadership development has been identified as an important outcome of higher education in the United States. However, relatively few scholars have investigated leadership development outcomes of international students studying in U.S. postsecondary contexts. Using data from the Multi-Institutional Study of Leadership, the purpose of this quantitative study was to investigate the role of mentors in fostering leadership development outcomes for international students. Results suggest that international students whose primary college mentor is a faculty member or a student affairs professional demonstrate higher levels of both socially responsible leadership capacity and leadership self-efficacy than those international students who identify their most significant mentor as another student.

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Section: College Student Leadership Development and The Role Of Mentomentioning

confidence: 99%

Mentors that Matter: International Student Leadership Development and Mentor Roles

Shalka

Corcoran

Magee

2019

jis

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“…Although higher education institutions emphasize student leadership development as integral to their mission, many have been slow in implementing effective student leadership programs (Roberts and Bailey 2016;Kiersch and Peters, 2017). This can be attributed to the shortage of empirical evidence on the college leadership experiences that develop student leader self-efficacy, especially at historically black institutions (HBIs) with predominantly African-American students (Arminio et al, 2000;Beazley, 2013;Dugan, 2006;Dugan and Komives, 2007;Dugan et al, 2008;Kezar and Moriarty, 2000;Martin et al, 2012;Pascarella and Terenzini, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…Existing studies conducted on HBIs focused primarily on the impact of students' membership in fraternities and sororities and Greek-letter organizations on their development of leadership skills without evaluating the impact of other leadership experiences that can also develop student leader self-efficacy (Kimbrough, 1995;Kimbrough and Hutcheson, 1998;Martin et al, 2012;Ostick and Vernon, 2011). Other collegiate experiences that develop student leadership efficacy include holding leadership positions, collegiate sport participation, student organization involvement, leadership mentoring and training, and volunteering (Fischer et al, 2015;Lester et al, 2011;Dugan and Komives, 2007;Kezar and Moriarty, 2000).…”

Section: Introductionmentioning

confidence: 99%

“…Other collegiate experiences that develop student leadership efficacy include holding leadership positions, collegiate sport participation, student organization involvement, leadership mentoring and training, and volunteering (Fischer et al, 2015;Lester et al, 2011;Dugan and Komives, 2007;Kezar and Moriarty, 2000). The exclusion of these other experiences has caused inadequate empirical studies on the effects of these college leadership experiences on HBIs' students' leadership efficacy (Beazley, 2013;Dugan et al, 2008;Martin et al, 2012). Apart from the fact that there is limited evidence on the college leadership experiences that develop student leader self-efficacy (Beazley, 2013;Kezar et al, 2006;Owen, 2008), existing studies often use students at different academic levels as study-subjects instead of focusing on freshmen.…”

Section: Introductionmentioning

confidence: 99%

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The impact of freshmen college leadership experiences on their leader self-efficacy development in historically black institutions

Apesin

Gong

2018

Jnl of Applied Research in HE

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Purpose -The purpose of this paper is to examine the impact of college leadership experiences on the leader self-efficacy development of freshmen in two historically black institutions (HBIs). Design/methodology/approach -Data were collected in two phases from 200 freshmen to assess their leader self-efficacies at the beginning and end of a 16-week semester. The authors developed an eight-item questionnaire to measure college leadership experiences and adapted the 22-item leader efficacy questionnaire developed by Hannah and Avolio (2013) to measure self-efficacy. Findings -The result of the structural equation modeling revealed that college leadership experiences have a significant positive impact on college leader self-efficacy. Moreover, college leadership experiences significantly mediated the effect of high school leadership experiences on college leader self-efficacy. Pre-college leader self-efficacy had a significant positive effect on college leader self-efficacy but an insignificant effect on college leadership experiences. The findings indicated that holding leadership positions and volunteering in the first semester of college were positively and strongly related to college leadership experiences. Originality/value -First, this study will empirically examine the causal relationships between college leadership experiences and leader self-efficacy by controlling for the effect of the pre-college leader efficacy. Without controlling for the pre-existing differences among participants, the effects of college leadership experiences on leader self-efficacy development may be overestimated. Second, despite self-efficacy being a critical component in leadership models and being important in boosting leaders' confidence, only limited research uses well-defined conceptual leadership models in studying student leader self-efficacy. This study fills the gap by using a contemporary conceptual model that encompasses the key leadership variables necessary in assessing the student leadership development.

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“…The WNS found early gains in socially responsible leadership associated with fraternal membership that disappeared over the course of college. At the end of the first year, both fraternity and sorority membership was linked to positive growth on the citizenship subscale; fraternity membership was also associated with higher scores on the change subscale, whereas sorority membership was correlated with higher scores on the common purpose subscale (Martin, Hevel, & Pascarella, ). On the remaining five subscales, there were no significant differences attributable to fraternity/sorority membership.…”

Section: Research Resultsmentioning

confidence: 99%