TY - JOUR
T1 - Different pathways to leadership development of college women and men
AU - Shim, Woo Jeong
N1 - Funding Information:
Woo-jeong Shim, PhD Candidate, University of Michigan.The author gratefully acknowledges the sponsorship of the Center of Inquiry in the Liberal Arts at Wabash College in support of this research. Correspondence concerning this article should be addressed to Shim at [email protected].
PY - 2013/8
Y1 - 2013/8
N2 - Analyzing data from the Wabash National Study of Liberal Arts Education, this study explored gender differences in the development and learning of college students' leadership capacities as framed with the Social Change Leadership Model (SCM). The results show that female students reported higher scores on six out of eight SCM values, and also had more growth on their leadership capacities than male students. Interpersonal interactions more than cocurricular involvement influenced students' growth on SCM values with the effects varied by gender. The results of this study indicated a "male disadvantage" and suggest the need to develop a leadership program for male students.
AB - Analyzing data from the Wabash National Study of Liberal Arts Education, this study explored gender differences in the development and learning of college students' leadership capacities as framed with the Social Change Leadership Model (SCM). The results show that female students reported higher scores on six out of eight SCM values, and also had more growth on their leadership capacities than male students. Interpersonal interactions more than cocurricular involvement influenced students' growth on SCM values with the effects varied by gender. The results of this study indicated a "male disadvantage" and suggest the need to develop a leadership program for male students.
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U2 - 10.1515/jsarp-2013-0020
DO - 10.1515/jsarp-2013-0020
M3 - Article
AN - SCOPUS:84892175954
SN - 1949-6605
VL - 50
SP - 270
EP - 289
JO - Journal of Student Affairs Research and Practice
JF - Journal of Student Affairs Research and Practice
IS - 3
ER -