The impacts of experiential learning on leadership identity in female college graduates

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Rhonda Andrews Belton (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Deborah Taub

Abstract: The purpose of this study was to gain a clearer understanding of how undergraduate Experiential Learning facilitates leadership identity among female college students. The higher education research literature focuses on the leadership development of White males primarily, without examining the Experiential Learning component of a college education with regard to leadership outcomes. Most studies on leadership in higher education use a quantitative approach with leadership survey instruments. Using an interpretive research paradigm and building on previous research literature examining leadership identity in college students, the researcher asked six female college graduates about the role of Experiential Learning in their leadership identity. The students' four year-end legacy papers from their leadership program were examined as well. The data revealed that Undergraduate Leadership, Volunteer Service, Study Abroad, and Internships had a positive impact on leadership outcomes for the participants. Ultimately, this study revealed that this style of learning did facilitate leadership identity in female students who might not otherwise have reached full leadership identity due to their initial perceptions of leaders as being central, positional, and authoritative rather than approaching leadership as shared, collaborative, and relational.

Additional Information

Language: English
Date: 2010
Experiential Learning, Females, Leadership Identity
Leadership in women.
Leadership $x Study and teaching (Higher) $z United States.
Identity (Psychology)
Experiential learning.

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