Counseling, Higher Education & Special Education Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2757
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Item Peer mentoring and leadership: Differences in leadership self-efficacy among students of differing peer mentoring relationships, genders, and academic class levels(2009) Smith, Meredith Ann; Clement, Linda M.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study examined the relationship between peer mentoring and leadership self-efficacy. The design of this study was an ex post facto analysis of a sub-study of 2006 Multi-Institutional Study of Leadership. The sample included 10,555 respondents from 52 institutions ranging in Carnegie classification type. The researcher utilized a one-way Analysis of Covariance (ANCOVA) to see if there was a significant difference in leadership self-efficacy between students who served as peer mentors and students who did not serve as peer mentors in college. The study found that students who served as peer mentors in college had a significantly higher leadership self-efficacy than non-peer mentors. Additionally, the study also examined the subset of respondents who identified as peer mentors in college. Utilizing a two-way ANCOVA, the researcher found no significant difference in leadership self-efficacy between male and female peer mentors. The finding of no significant difference in leadership self-efficacy between gender groups is important because past studies on college students have found that men typically report higher levels of leadership self-efficacy than women. The researcher did find significant differences for each class-standing group in same two-way ANCOVA. The post-hoc Bonferroni multiple comparison procedure showed that there was significance across all class-standing groups. Another important finding from this study was that students who had mentors in college were more likely to serve as mentors. This post-hoc analysis was computed through implementing a chi-square test for independence. The overall findings of this study add important foundational understanding of the relationship between peer mentoring and leadership in college students.Item Academic Self-Efficacy for Sophomore Students in Living-Learning Programs(2009) Kamin, Melissa Ann; Kurotsuchi Inkelas, Karen; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This thesis explored which pre-college background characteristics and in-college involvement experiences contributed to academic self-efficacy for sophomore students who participate in living-learning programs compared to sophomores who do not participate in living-learning programs. Using secondary data from the National Study of Living-Learning Programs, 4,700 sophomores were included in the analyses. Two hypotheses were tested. A t-test revealed a significant difference in academic self-efficacy for living-learning and non-living learning students. Astin's Input-Environment-Outcome (I-E-O) model was used as a guiding framework for the second hypothesis. Multiple regression analysis revealed that specific background characteristics, an academic self-efficacy pre-test measure, social environments, academic environments, and positive perceptions of residence hall climates accounted for 26.9% of the variance in academic self-efficacy for living-learning sophomores. For non-living-learning sophomores, these same factors accounted for 17.9% of the variance. Implications for practice and future research are discussed.Item "Haikus in the Subway": Understanding Student Meaning-Making of an Alternative Spring Break Trip(2009) Hui, Sarah Mei-Yen; Jones, Susan R; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this constructivist case study was to investigate students' experiences on an Alternative Spring Break (ASB) trip and the meaning students made of the experience. The research questions guiding the study were: (a) What did students learn about themselves and others through their participation; (b) How did students' social identities interact with the contexts of the ASB immersion location and influence their experiences? In-depth data collection involved multiple sources of information, including post-trip semi-structured interviews, participant journals, and participant-observations. Data was analyzed through the constant comparison of data sources and analysis as themes emerged. Eleven participants and I traveled to Chicago during a week-long ASB experience focusing on affordable housing. Findings from this study include: (1) the intense immersion context of the trip and resulting disorientation and detachment; (2) the connections and complexities uncovered through interactions with community members, peers on the trip, and new perspectives; (3) a more complicated view of race in relation to the social issue and peer interactions; and (4) the challenges of reentry upon returning home.Item THE ROLE OF DEMOGRAPHIC, PRE-COLLEGE, AND INVOLVEMENT FACTORS ON POSTSECONDARY ACADEMIC PERFORMANCE OF FIRST-GENERATION COLLEGE STUDENTS: FINDINGS FROM A NATIONAL STUDY.(2009) Thomas, Isaiah Jerome; Komives, Susan R; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study explored whether factors, such as demographic characteristics, pre-college academic achievement (measured by self-reported high school grade point average), and college involvement have an influence on the postsecondary academic achievement of first-generation college students as measured by self-reported college grade point average. This study addressed first-generation college students who attend a four-year institution. This exploration used Astin's (1970; 1993) inputs-environments-outcomes model as a theoretical framework and utilized multiple regression for statistical analysis. The findings showed that the four blocks in the study explained approximately 12.4% of the variance of postsecondary academic achievement. Specifically, demographic characteristics and pre-college academic achievement explained the majority of the variance of postsecondary academic achievement. This study's findings cautiously offer practical implications for higher education administrators and researchers.Item EXAMINING FACTORS ASSOCIATED WITH LEADERSHIP SELF-EFFICACY IN COLLEGE STUDENT MILITARY PROGRAMS(2009) Wilson, Wendy L; Kurotsuchi Inkelas, Karen; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The current study examined the relationship between college experiences and socially responsible leadership with leadership self-efficacy for students who participate in military education programs. This study applied the social change model for leadership development, SCM, as the theoretical lens through which a socially responsible leadership process was understood in these programs. In addition, Astin's (1991) college impact model was applied to the design of the study in order to understand the relationship between involvement measures and leadership self-efficacy, an outcome of military education programs. This ex post facto study was a secondary analysis of data collected through the 2006 administration of the Multi-Institutional Study of Leadership (MSL). The MSL provided a national sample of 1413 students who indicated involvement in a military student group. These military education programs were defined broadly and included participation in Corps of Cadets and ROTC students. The findings of this study indicate significant differences between students who participate in military education programs and other college students in terms of leadership self-efficacy. Military students indicated greater efficacy for leadership even when differences in background were accounted for. Second, the values of socially responsible leadership and leadership self-efficacy were positively correlated for students who participate in military education programs. Finally, the conceptual model designed for this study to understand leadership self-efficacy for military students was able to explain 49% of the variance in the criterion variable. Several factors significantly contributed to leadership self-efficacy, including demographic characteristics, a leadership self-efficacy quasi-pre-test, academic classification, leadership experiences, and socially responsible leadership. The study provided support for leadership self-efficacy as an outcome for students who participate in military education programs, and the use of socially responsible leadership as a means to understand leadership self-efficacy for this population. The study also identified areas of the campus environment that might be incorporated and developed further within military education programs in order to take full advantage of the college environment.Item WHO SERVES IN COLLEGE?: EXPLORING THE RELATIONSHIP BETWEEN BACKGROUND, COLLEGE ENVIRONMENTS, AND COLLEGE COMMUNITY SERVICE PARTICIPATION(2009) Gasiorski, Anna Louise; Jones, Susan R; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study was to examine demographic characteristics, background experiences and environmental influences for their ability to predict college community service participation. Additional analyses looked at college community service participation to determine in what type of service students were participating and for how long. Astin's Inputs-Environments-Outcomes (1991, 1993) conceptual model provided the framework for how the variables were entered into a logistic regression analysis. A logistic regression analysis was chosen because the outcome, college community service participation, was measured as a dichotomous variable. Data from the Multi-Institutional Study of Leadership were used to answer the research questions. Results from the logistic regression analysis demonstrated that the proposed set of predictors significantly increased the odds of predicting community service participation in college from 53.1% to 73.2%. Each of the seven blocks was significant, but the blocks that improved the fit most were the college involvement experiences, high school experiences and characteristics, and pre-tests. Of all significant predictors, frequency of volunteer work in high school, low college grades, participation in a Greek organization, participation in a service organization, involvement in college organizations or off campus organizations, and socially responsible leadership capacity were the strongest predictors of college community service participation. Additional analyses described the outcome variable, college community service participation. Out of the sample of 47,230 students, 25,059 or 53.1% indicated that they regularly participated in community service. Most students were participating in community service either through a student organization or on one's own instead of through class or federal work study. Also, students were generally participating in community service for less than 20 hours each term (67.6%), and less than 1% of students were contributing more than 75 hours each term. Overall, the findings from this study support the notion that background characteristics and pre-college experiences alone do not predict college community service participation. A student's involvement while in college as well as socially responsible leadership capacity, both areas which interventions can be designed to address, greatly increase the likelihood of participation in community service.Item EDUCATIONAL PLANS BEYOND HIGH SCHOOL: NARRATIVES OF BLACK MALES' POSTSECONDARY DECISION-MAKING PROCESSES(2008) Lee, Zakiya Shani Smith; McEwen, Marylu K; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The enrollment gap between Black male and female undergraduates began in 1960 and has grown significantly over the years. Although a gender gap exists for all racial/ethnic groups, more attention should be paid to one subgroup of men who are in the worst situation - African American men. The purpose of this study was to understand the influences on and processes by which Black males make decisions about pursuing a college education and searching for a college after high school graduation. Utilizing narrative inquiry methodology, data were collected through interviews, school records, and demographic questionnaires. Participants for this study were 10 12th grade and 1 11th grade Black males attending school in a Mid-Atlantic state. Data were analyzed using initial and focused coding, and the results were considered in relation to three theoretical frameworks, Hossler and Gallagher's (1987) Three Phase Model of College Choice, K. Freeman's (2005) model of African Americans in predisposition, and critical race theory (Delgado & Stefancic, 2001). Participants planned to attend college for financial advancement, career development, and personal growth. Findings suggest that parental encouragement is more influential than parental expectations, as participants whose parents were involved throughout their child's schooling had the clearest college plans. Although most participants did not identify finances as influential to their college decision making, all participants made cost-conscious decisions such as applying for scholarships and financial aid and staying close to home. The effect of low grades was strong and resulted in challenging search processes but did not affect predisposition. Social capital was influential in helping participants learn about college from those knowledgeable about college. Participants also indicated that the presence of career plans, long-term goals, patience, increased motivation and information, and the influence of family may increase the number of Black males enrolled in college. Implications address participants' late start on the college choice process and suggest a default college preparatory curriculum, more informed school personnel, and the standardization of college and career information sessions that will produce knowledgeable Black males who have postsecondary educational options that are not hindered by poor academic performance or lack of information.Item Re-Dis-Covering Identity: A Phenomenological Study Exploring the Ontological Complexities of Being Gay(2008-07-28) Eddy, Wallace; McEwen, Marylu K.; Hultgren, Francine H.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This phenomenological study explored the lived experience of gay men. The study of identity in student affairs and higher education is grounded in student and human development theory. Does theory explain identity for gay men? How do gay men make meaning of their experience? This study is conducted in the tradition of hermeneutic phenomenology. This methodology is based in the work of Heidegger, Gadamer, Ricoeur, Derrida, Levinas, and Sartre as key philosophers in phenomenological inquiry. Although these philosophers ground the methodology, van Manen offers the set of research activities that come together and offer ways to organize the exploration of this phenomenon. Through exploration of existential sources, the themes of being an imposter in majority culture, living a double life, the power of words to hurt or connect, and the notion of "the closet" emerged. Once these themes from the existential sources were uncovered, participants who live the phenomenon under investigation were sought. Working with six college students, I looked deeper into how the phenomenon manifests itself and how gay men make meaning of their lived experience. The theme of identity emerged as paramount. Specifically, the gay men participating in this study describe their identity as both complicated and, at times, ineffable; they knew who they were, but found theoretical descriptions of them limited and limiting. Gay men also find that their identity plays a pivotal role in the connections they are able or are not able to make with others - sometimes being gay hinders, and at other times it helps make connections. From my work with these men, I suggest to educators that we need to stay attuned to the pedagogical environment, allow gay role models to be available, and educate future teachers about the potential crises and anxieties faced by gay men in middle and high school due to bullying. Finally, I suggest to those who teach developmental theory that it be underscored that theory is not a panacea and can never fully describe human beings. The concern I have is with the over application of theory in place of listening to and engaging with students.Item Towards an empirical typology of collegiate leadership development programs: Examining effects on student self-efficacy and leadership for social change(2008-05-30) Owen, Julie Elizabeth; Komives, Susan R.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study was to determine whether a meaningful empirical typology of institutions with co-curricular leadership development programs could be developed based on structural elements and programmatic characteristics, and then examine any effects of different classifications of leadership programs on perceived student leadership outcomes of self-efficacy and social change. Findings from a two-step cluster analysis and an integrative content analysis indicate an emergent typology of leadership programs based on variables related to theoretical intentionality, resource level, and productivity. Results from two hierarchical linear models reveal numerous level-one effects on perceived student leadership outcomes related to social change and self-efficacy for leadership, including pre-college positional leadership and group experiences, gender, and race. Two-level hierarchical linear models also showed limited second level interaction effects, primarily related to institutional control and Carnegie classification. Typologic clusters had few meaningful differential effects on student outcomes. Results suggest the importance of pre-college experiences to collegiate student leadership development, reveal gender differences related to efficacy for leadership and actual leadership performance, and detail significant interaction effects among institutional control, race, and leadership outcomes. Results have implications for higher education research in that the use of hierarchical linear modeling revealed significant effects of institutional type and control on student leadership outcomes that were not apparent in existing literature (Pascarella & Terenzini, 2005). Cluster analysis results provide validation of extant leadership program evaluation variables (Kellogg, 1999; CAS, 2006). Implications for professional practice include the need to attend to the heterogeneity of collegiate leadership development programs in access to resources, theoretical approach, and stage of development. The on-going development of a data-driven typology will assist with leadership program planning, advocacy, and evaluation needs.Item AN EXPLORATION INTO DIFFERENCES IN CONSCIOUSNESS OF SELF AND CONGRUENCE AMONG CULTURALLY BASED FRATERNITY, SOCIAL FRATERNITY, AND NON-AFFILIATED COLLEGE MEN(2008-06-01) Shalka, Tricia Rosalind; Jones, Susan R; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study examined differences between culturally based fraternity men, social fraternity men, and non-affiliated college men on consciousness of self and congruence. The data used in this study included 1698 undergraduate men, representing 46 different higher education institutions. Data used in this study was collected in the spring of 2006 as part of the Multi-Institutional Study of Leadership. Analysis of the data was conducted using a multivariate analysis of covariance to compare independent variable group differences across the two dependent variables, while taking quasi pre-test measures for both items into account as covariates. Significant differences among culturally based fraternity men, social fraternity men and non-affiliated men were found on the combination of dependent variables. Further analyses revealed culturally based fraternity men scored lower than social fraternity men and non-affiliated men on both consciousness of self and congruence.