Relational Responsibility as a Motivator for Women to Lead

Longman, Karen A.; Bray, Debbie Lamm; Liddell, Wendy; Hough, Sandra L.; Dahlvig, Jolyn E.

doi:10.1002/jls.21563

Cited by 5 publications

(1 citation statement)

References 18 publications

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“…An ongoing debate in the prevention research and practitioner literatures is whether an expressly gender-focused, feminist-grounded gender violence prevention approach is both warranted and effective which interpersonal connections can be maintained (Boatwright & Egidio, 2003). Because sexual assault remains a widespread social problem, leadership development programs that identify and prepare women to address these and other complex social issues may help to promote and retain future women leaders (Longman et al, 2018).…”

Section: Engaging Student Identitiesmentioning

confidence: 99%

GENDER VIOLENCE PREVENTION AS LEADERSHIP EDUCATION: Feminist-Inspired Bystander Training for College Student Leaders

Eriksen¹

2021

Journal of Leadership Education

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This exploratory study examined the leadership education potential of sexual assault prevention training via a prevention approach that expressly constructs bystander education as a leadership issue. Evaluation of the Mentors in Violence Prevention (MVP) program offers a practical application of a leadership education approach through a feminist lens, a framework recently advocated by Iverson, McKenzie, and Halman (2019) to better prepare student leaders for active engagement with the central social issues of their time. After undergoing one-day MVP leadership trainings, student leaders (n = 239) evidenced positive gains in such areas as leadership readiness in gender violence prevention, confidence as bystanders, and a willingness to help others. Results also suggest that participants' prior knowledge, leadership background, and peer group membership shaped their engagement with the program. As a feminist method, MVP worked well for both women and men and across students' varying racial/ethnic identities, but differences by peer group reveal areas in which additional research and intervention programming may be needed.

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Section: Engaging Student Identitiesmentioning

confidence: 99%