Counseling, Higher Education & Special Education Theses and Dissertations

Permanent URI for this collectionhttp://hdl.handle.net/1903/2757

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    “I BELONG HERE”: A NARRATIVE INQUIRY ON THE EXPERIENCES OF PARTICIPANTS IN WOMEN’S CLUB SPORT
    (2022) Crawford, Mary Kathryn Sullivan; Espino, Michelle M; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Dominant narratives are the stories society tells about the way things are and the way things should be. Often, these stories are internalized and thought of as true and accurate representations of people and systems. In sport, and in higher education, dominant narratives reinforce notions that men are always superior to women. Men are more athletic, more exciting to watch, have greater natural inclinations towards leadership, and as a result, are rightly in positions of power in sport and higher education institutions. In this study, I present counterstories that are contrary to these dominant narratives and represent the experiences of 7 club sport participants who engaged at the intersection of sport and higher education. In this narrative inquiry, club sport participant stories resist these dominant narratives and provide insight into the experiences of women and non-binary students as they navigate sport participation and leadership in student organizations. Findings suggest club sport participants rely on sport for familial and social connections and as a protective environment to express one’s true self. Additionally, club sport participants thrive as leaders when they feel supported and valued by teammates. Implications for practitioners of collegiate recreation and for future research are discussed.
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    EXPLORING LEADERSHIP AMONG DEAF COLLEGE STUDENTS: A COMPARATIVE STUDY AT A POPULATION SERVING INSTITUTION AND PREDOMINANTLY HEARING INSTITUTIONS
    (2007-08-09) Slife, Nathan Matthew; Komives, Susan R; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This thesis examined the influence of deaf student experiences at a deaf serving institution versus predominantly hearing institutions on leadership outcomes. This study utilized the I-E-O Model and the Social Change Model of Leadership. Data were collected from a random sample of 365 undergraduates at Gallaudet University and 216 undergraduates nationally through the Multi-Institutional Study of Leadership. The study was administered over the web utilizing the Socially Responsible Leadership Scale-Revised2. Data were analyzed using a two way multivariate analysis of variance examining institutional serving type and gender differences on outcomes and a hierarchical multiple regression analysis examining input and environmental variables on a specified outcome. Participants at hearing serving institutions scored significantly higher than participants at a deaf serving institution on the outcomes of Congruence, Commitment, and Controversy with Civility. The variable accounting for the most variance in the outcome measure of Controversy with Civility was discussions of socio-cultural issues.
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    Cocurricular Involvement, Formal Leadership Roles, and Leadership Education: Experiences Predicting College Student Socially Responsible Leadership Outcomes
    (2006-05-31) Haber, Paige; Komives, Susan R; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This thesis explored gender differences in socially responsible leadership outcomes and the extent to which cocurricular involvement, holding formal leadership roles, and participating in leadership programs contributed to these outcomes. This study utilized the Input-Environment-Outcome model and the social change model. Data was collected from a random sample of 3410 undergraduates at the University of Maryland through the Multi-Institutional Study of Leadership. Participants completed a web-based survey that included the Socially Responsible Leadership Scale-Revised2. Data was analyzed using multivariate analysis of variance to identify outcome gender differences and hierarchical multiple regression to identify the extent to which environmental variables of this study contributed to outcomes. Women scored significantly higher than men in five of eight outcome measures. Each environmental variable emerged as significant for at least one outcome, and involvement in student organizations was the most common environmental variable. Results from this study provide implications for practice and future research.