Understanding Leadership Development in African American Youth

Teasley, Martell L.; Tyson, Edgar H.; House, Laura E.

doi:10.1300/j137v15n02_06

Cited by 10 publications

(7 citation statements)

References 15 publications

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“…Studies have shown that having leadership skills is an important buffer against negative outcomes for minority youth (e.g., Shelton 2009; Teasley et al 2007). Although for white middle class youth, leadership ability may contribute to attaining higher social status and social influence (Mayeux et al 2008; Vaillancourt et al 2007), research examining popularity and aggression as they relate to leadership among urban youth is scarce (Brechwald and Prinstein 2011).…”

Section: Introductionmentioning

confidence: 99%

The Association Between Forms of Aggression, Leadership, and Social Status Among Urban Youth

Waasdorp

Baker

Paskewich

et al. 2012

J Youth Adolescence

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While much prior research has documented the negative associations between aggression, peer relationships, and social skills, other research has begun to examine whether forms of aggression also may be associated with prosocial skills and increased social status. However, few studies have examined these associations within diverse samples of elementary aged youth. The current study examined the associations between aggression, popularity, social preference, and leadership among 227 urban, ethnic minority (74 % African American, 9 % bi-racial including African American, 12 % other ethnic minorities, and 5 % European American) elementary school youth (average age 9.5 years, 48.5 % female). Results indicated that in an urban, high risk environment, displaying aggressive behaviors was associated with increased perceived popularity, decreased social preference, and, in some cases, increased perceived leadership. The results also suggested gender differences in the association between the forms of aggression (i.e. relational and overt) and popularity. The current study underscores the importance of examining youth leadership along with forms of aggression and social status among urban minority youth. Implications for future research and aggression prevention programming are highlighted.

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Section: Introductionmentioning

confidence: 99%

The Association Between Forms of Aggression, Leadership, and Social Status Among Urban Youth

Waasdorp

Baker

Paskewich

et al. 2012

J Youth Adolescence

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“…The programs identified in the review used a range of both qualitative and quantitative evaluation methods. Many studies employed interviews with participants (n = 22) (Brown and Albert 2015;Christens and Dolan 2011;Dima and Bucuta 2020;Franzen et al 2009;Gullan et al 2013;Halsall and Forneris 2018;Harvey et al 2021;Ile and Boadu 2018;Levy 2012;McNae 2010;Owen and Irion-Groth 2020;Parkhill et al 2018;Pearrow 2008;Pink et al 2020;Quinn and Nguyen 2017;Sisselman-Borgia 2021;Stedman et al 2009;Taylor 2016;Zimmerman et al 2011) or surveys (n = 11) (Franzen et al 2009;Mazurek Melnyk et al 2007;Moody et al 2003;Morrel-Samuels et al 2018;Redivo and Buckman 2004;Sewell et al 2020;Sisselman-Borgia 2021;Taylor 2016;Thomas and Mcadoo 2008;Thorpe 2007;Zimmerman et al 2011), while others used scales (n = 9) (Crave and El Sawi 2001;Grenwelge 2010;Teasley et al 2007;Zimmerman et al 2011), including the youth leadership life skills developmental scale (Ahrens et al 2015;Puxley and Chapin 2020), the individual protective factors index (Berlin et al 2007), a program session satisfaction scale…”

Section: Program Evaluationmentioning

confidence: 99%

How Are Leadership Programs Empowering Our Vulnerable Children and Youth? A Scoping Review

et al. 2022

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Globally vulnerable populations are negatively impacted by policy and practice. For vulnerable youth, risks to growth, development, and a lack of participation in decisions about their lives are common. Leadership programs are frequently implemented to address the risks faced by vulnerable youth. This review sought to describe the goals, content, and outcomes of existing youth development programs to better understand if they are meeting the needs of vulnerable youth. A scoping review was conducted using the PRISMA-ScR methodology. Ten electronic databases and grey literature were searched. A total of 89 youth development programs were identified. The goals, content, and outcomes of the programs were thematically analyzed. Four foci emerged, namely, youth, relationship, community, and social justice-focused development. A youth focus was most commonly represented, and the social justice focus was the least represented. Most programs addressed only one focus area. If youth development programs are to provide youth with both the skills to engage with and opportunities to change their circumstances, then all four focus areas need to be included. Secondly, a need for the active involvement of youth in both the planning and implementation of programs was identified. Finally, safeguarding needs to be highlighted in any program working with vulnerable youth.

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“…Relatedly, a total of 12 empirical reviewed studies were organized concurrently in the four following parts: (a) There are more research findings explaining the relationship between leadership and self-concept development as it is interpreted as a social adjusting mechanism (Hickman, 2006; Hollar, 2014; Li et al, 2011; Scharf & Mayseless, 2009; Teasley et al, 2007); (b) There are more studies dealing leadership with both environmental support and innate capacities (Atwater et al, 1999; Avolio, 2005; Bass & Bass, 2008; Day, 2000; DeRue & Wellman, 2009, cited in Li et al, 2011, p. 111); (c) There are increasing number of studies indicating the significant of systematic practical support (Sun et al, 2017; Turgunbaeva et al, 2017) and social emotional support (Guerin et al, 2011; Hickman, 2006; Li et al, 2011; Rivizzigno et al, 2014; Scharf & Mayseless, 2009; Teasley et al, 2007); (d) There are escalating number of studies viewing children's leadership development process as a their personality growth process (Guerin et al, 2011; Hickman, 2006; Li et al, 2011; Rivizzigno et al, 2014). Relatively, prosocial-leadership development is understood as the optimum for children's leadership development.…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, the reviewed leadership-related studies collectively suggest that personality-focused leadership development can promote tweens’ prosocial leadership that is strongly related to their positive self-concept development. (Guerin et al, 2011; Hickman, 2006; Li et al, 2011; Liebenberg & Roos, 2008; Rivizzigno et al, 2014; Scharf & Mayseless, 2009; Teasley et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

Impact of Tweens’ (Ages 8–12) Leadership Experience Over Other Children as Children Shepherds in House Church Ministries on Their Self-Concept Development as They Build Up the Body of Christ

Min

2022

Christian Education Journal: Research on Educational Ministry

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This qualitative study is designed to explore how tween (ages 8–12) children shepherds in house church ministry develop their positive self-concept, through their helping leadership experience over other children. The purpose of the current study is articulated in the following three research questions: (a)What is the influence on self-concept development? (b) What environment/relational factors impact self-concept? (c) What is the influence of systematic support on tweens’ leadership experience? A total of 30 children shepherds participated in in-depth interviews ( n = 30); 27 children shepherds’ parents participated in the short surveys ( n = 27): seven ministers/volunteers participated in unstructured interviews ( n = 7) from five different local churches with the house church ministry in Texas and California. There are seven emerging themes implicating that children shepherds in the tween period could develop their positive self-concept along with the development of sociability, pro-sociality, and proactivity. Children shepherds’ holistic self-concept development is brought up by the social-emotional and programmatically practical support from church ministry. At the same time, this development can potentially influence their successful social adjustment in the faith community so that they can contribute to building up the body of Christ as members of the church in return. Furthermore, these findings extend their implications to examine the possibility of building up a novel model for the new era of children's ministry— Ministry by Children as children lead the ministry with their active participation and holistic dedication to their faith community.

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Understanding Leadership Development in African American Youth

Cited by 10 publications

References 15 publications

The Association Between Forms of Aggression, Leadership, and Social Status Among Urban Youth

The Association Between Forms of Aggression, Leadership, and Social Status Among Urban Youth

How Are Leadership Programs Empowering Our Vulnerable Children and Youth? A Scoping Review

Impact of Tweens’ (Ages 8–12) Leadership Experience Over Other Children as Children Shepherds in House Church Ministries on Their Self-Concept Development as They Build Up the Body of Christ

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