Leadership Experiences of Students of Color

NASPA Journal ◽  
2000 ◽  
Vol 37 (3) ◽  
Author(s):  
Jan L. Arminio ◽  
Sandra Carter ◽  
Steven E. Jones ◽  
Kevin Kruger ◽  
Nance Lucas ◽  
...  
Keyword(s):  
Predominantly White ◽  
Students Of Color ◽  
Role Models ◽  
Student Leaders ◽  
Public Institution ◽  
Leadership Positions ◽  
Faculty Role ◽  
Research Institution ◽  
Group Loyalty ◽  
Leadership Experiences

Using phenomenological interviewing to preserve students' voices and their lived experiences, researchers at a large public research institution and a midsized comprehensive public institution explored the experiences of student leaders of color. Themes of their experiences included: disdain for the label of leader; the personal costs of holding leadership positions; the different experiences in predominantly White, multiracial, or same-race groups; group loyalty over individual needs; gender differences in leadership experiences; and lack of campus staff and faculty role models

Student perception of faculty role models

1985 ◽  
Vol 49 (3) ◽  
pp. 159-161
Author(s):  
B Lange ◽  
R Friedman
Keyword(s):  
Role Models ◽  
Student Perception ◽  
Faculty Role

Parent Engagement Through Abriendo Caminos/Opening Pathways

2018 ◽  
pp. 227-241
Author(s):  
Mónica Hernández-Johnson ◽  
Rosemary Q. Flores
Keyword(s):  
Students Of Color ◽  
Teacher Shortage ◽  
Parental Engagement ◽  
Teaching Profession ◽  
Community Initiatives ◽  
Research Recruitment ◽  
Research Institution ◽  
Parent Partnerships ◽  
Hands On ◽  
Urban Public School

“Abriendo Caminos/Opening Pathways for Students of Color Into the Teaching Profession: Giving Back to the Community Through Teaching,” funded by an educational improvement grant, was designed to address the teacher shortage and demographic diversity gap between students and teachers in a largely urban public school district in the Southwestern United States. The research team at a large, minority-serving public research institution set to address the teacher shortage and diversity gap in three distinct ways—research, recruitment, and registration/retention—with a strong parental engagement component in every stage. Research shows that the engagement of multicultural families/families of color in schools and surrounding community initiatives may more expediently and reliably translate into improved student educational outcomes than does that involvement focused largely on their children's performance in school. This chapter delineates practical hands-on methods to develop stronger parent partnerships using a social justice lens.

Silence as Speech

2011 ◽  
Vol 4 (1) ◽  
pp. 111-144 ◽  
Author(s):  
Dalia Rodriguez
Keyword(s):  
Predominantly White ◽  
Students Of Color ◽  
Interview Data ◽  
Marginalized Students ◽  
College Classrooms ◽  
Multiple Meanings ◽  
Voice And Silence

This article addresses the multiple meanings of silence for students of color in college classrooms when discussing racism. Educators have yet to understand the complexity behind silence and how both voice and silence work together to illuminate the experiences of marginalized students. Silence often serves as speech, or as a means of “saying.” Through classroom stories, interview data, as well as my own autobiographical experiences, I address the multiple meanings of silence for students of color in a predominantly white classroom.

scholarly journals Integrating Diverse Disciplines to Enhance Interprofessional Competency in Healthcare Delivery

Healthcare ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 75 ◽  
Author(s):  
Tiffany Champagne-Langabeer ◽  
Lee Revere ◽  
Mariya Tankimovich ◽  
Erica Yu ◽  
Robert Spears ◽  
...  
Keyword(s):  
Public Health ◽  
Interprofessional Education ◽  
Role Models ◽  
Healthcare Delivery ◽  
Standardized Patients ◽  
Patient Centered ◽  
Faculty Role ◽  
Interprofessional Teamwork ◽  
Post Test ◽  
Clinical Simulations

Interprofessional education (IPE) typically involves clinical simulation exercises with students from medical and nursing schools. Yet, healthcare requires patient-centered teams that include diverse disciplines. Students from public health and informatics are rarely incorporated into IPE, signaling a gap in current educational practices. In this study, we integrated students from administrative and non-clinical disciplines into traditional clinical simulations and measured the effect on communication and teamwork. From July 2017–July 2018, 408 students from five schools (medicine, nursing, dentistry, public health, and informatics) participated in one of eight three-hour IPE clinical simulations with Standardized Patients and electronic health record technologies. Data were gathered using a pre-test–post-test interventional Interprofessional Collaborative Competency Attainment Survey (ICCAS) and through qualitative evaluations from Standardized Patients. Of the total 408 students, 386 (94.6%) had matched pre- and post-test results from the surveys. There was a 15.9% improvement in collaboration overall between the pre- and post-tests. ICCAS competencies showed improvements in teamwork, communication, collaboration, and conflict management, with an average change from 5.26 to 6.10 (t = 35.16; p < 0.001). We found by creating new clinical simulations with additional roles for non-clinical professionals, student learners were able to observe and learn interprofessional teamwork from each other and from faculty role models.

scholarly journals Together and Alone? The Challenge of Talking about Racism on Campus

Daedalus ◽  
2019 ◽  
Vol 148 (4) ◽  
pp. 79-93
Author(s):  
Beverly Daniel Tatum
Keyword(s):  
Higher Education ◽  
Predominantly White ◽  
White Students ◽  
Students Of Color ◽  
Learning Experiences ◽  
Predominantly White Institutions ◽  
Learning Needs ◽  
Intergroup Dialogue ◽  
White Institutions ◽  
Global World

Higher education institutions are among the few places where people of different racial, cultural, and socioeconomic backgrounds can engage with each other in more than just a superficial way, providing students a unique opportunity to develop the skills needed to function effectively in a diverse, increasingly global world. Whether students develop this capacity will depend in large part on whether the institution they attend has provided structures for those critical learning experiences to take place. But what form should such learning experiences take? This essay argues that positive cross-racial engagement may require both structured intergroup dialogue and intragroup dialogue opportunities to support the learning needs of both White students and students of color in the context of predominantly White institutions.

Teacher Race and Racial Disparities in Special Education

2019 ◽  
Vol 40 (4) ◽  
pp. 213-224 ◽  
Author(s):  
Rachel Elizabeth Fish
Keyword(s):  
Special Education ◽  
Predominantly White ◽  
Students With Disabilities ◽  
Emotional Disturbance ◽  
Students Of Color ◽  
Autism Spectrum ◽  
Teachers Of Color ◽  
Special Education Services ◽  
Teacher Race

The U.S. teacher population is predominantly White, yet research has not yet determined how teacher race might matter to the identification of students with disabilities. This study examines the role of teacher racial composition in special education service receipt. Findings show that schools’ proportion of teachers of color, net of all other factors, is associated with students’ increased odds of receiving special education services for all categories of disability, with the exception of emotional disturbance and autism spectrum disorder. These findings may reflect higher expectations of students held by teachers of color, which may lead to greater special education receipt for students who are not performing as well as expected. Although the effects do not vary by student race for most categories of disability, the evidence presented here suggests that increased representation of teachers of color ameliorates some underrepresentation of students of color in special education.

Humility in Servant Leadership among Christian Student Leaders: A Longitudinal Pilot Study

2018 ◽  
Vol 46 (4) ◽  
pp. 253-267 ◽  
Author(s):  
Elizabeth J. Krumrei-Mancuso
Keyword(s):  
Servant Leadership ◽  
Student Leaders ◽  
Residence Life ◽  
Leadership Roles ◽  
Leadership Positions ◽  
Intellectual Humility ◽  
Christian University ◽  
Religious Identification ◽  
Reported Data

The goal of the current research was to examine potential predictors and outcomes of servant leadership among beginning leaders with self-reported and other-reported data. Participants included 29 college student leaders within the Residence Life program of a Christian university who were assessed prior to beginning their leadership positions and six weeks into their leadership roles. Those who responded to the challenges of early leadership with greater interpersonal and intellectual humility displayed more servant leadership and associated characteristics over time. Specifically, variance in humility during the transition into leadership was predictive of more servant leadership, empathic concern, perspective-taking, and kindness toward subordinates six weeks later. These findings offer initial empirical evidence to support the vaster theoretical basis regarding the role of humility in servant leadership. In addition, variance in salience of religious belief during the transition into leadership predicted more interpersonal humility, servant leadership, and kindness to subordinates. This is particularly remarkable given the high levels of religiosity displayed within the sample from the start of the study. This indicates that leaders integrating religion into their lives to a greater extent predicts leader outcomes more so than do religious identification or initial levels of religiosity.

The Three-Legged Stool: Synthesizing and Extending Our Understanding of the Career Advancement Facilitators of Persons With Disabilities in Leadership Positions

2020 ◽  
pp. 000765032090713
Author(s):  
Daniel Samosh
Keyword(s):  
Social Networks ◽  
Role Models ◽  
Career Advancement ◽  
Management Strategies ◽  
Self Management ◽  
Leadership Positions ◽  
Persons With Disabilities ◽  
Societal Factors ◽  
The Social

I examine the career advancement facilitators of organizational stakeholders who may be identified as simultaneously “core” and “fringe” in this article, via the insights of 21 leaders with disabilities. To navigate barriers and advance their careers, these leaders benefited from three categories of facilitators, including career self-management strategies, social networks, and organizational and societal factors. Facilitators are synthesized with a metaphor, the three-legged stool, which depicts three foundational pillars that underlie the leaders’ success. Focusing on an understudied element of the social networks pillar, I examine how leaders’ external networks (family, friends, acquaintances, and role models) facilitated their career advancement. Findings point to the role of strong and weak ties in developing leaders’ career self-management strategies as well as their access to core stakeholder positions. Last, contributions, implications, and limitations of this article are discussed.

Are women better leaders than men?

2015 ◽  
Vol 23 (7) ◽  
pp. 1-4 ◽  
Author(s):  
Sharon De Mascia
Keyword(s):  
Role Models ◽  
Design Methodology ◽  
Leadership Skills ◽  
Women In Leadership ◽  
Leadership Positions ◽  
Positive Role ◽  
Content Type ◽  
Women In Management ◽  
Practical Implications ◽  
Management Thinking

Purpose – Examines some of the reasons women remain under-represented at the top of organizations, despite developments in management thinking that appear to reward areas where women traditionally excel. Design/methodology/approach – Looks at some of the research into leadership skills and draws conclusions regarding the paucity of women in management. Findings – Considers some of the obstacles to women becoming managers to be: the attitudes of male managers, the lack of suitable role models for women, women’s reticence to network, and lack of confidence. Practical implications – Urges organizations to work harder to reduce the significance of these obstacles. Social implications – Shows how organizations – and through them society as a whole – would benefit from having more women in top jobs. Originality/value – Argues that having more women in leadership positions – that is, more positive role models – would help to give women more confidence in their ability to be great leaders and would encourage more women to push themselves forward for leadership opportunities.

scholarly journals Positionality: Reflecting on the Research Process

2014 ◽  
Author(s):  
Brian Bourke
Keyword(s):  
Predominantly White ◽  
Students Of Color ◽  
Research Process ◽  
Potential Influence ◽  
Research Setting ◽  
Research Project ◽  
Color Experience ◽  
Predominantly White University ◽  
Challenges And Opportunities

Through this article, the author provides a reflection on the role of positionality in research, following the completion of a qualitative research project. Through the research project, the White researcher sought to explore the ways in which students of color experience a predominantly White university. Drawing on literature and findings from the research project, the author highlights potential challenges and opportunities of being cognizant of one’s positionality. These reflections illustrate the significance of positionality and serve as a reminder of its potential effects on the research process, as well as on participants and the researcher. The manuscript concludes with recommendations for researchers to carefully consider the potential influence of their positionality in any research setting.

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