Counseling, Higher Education & Special Education Theses and Dissertations

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

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    Removing the college involvement "research asterisk": Identifying and rethinking predictors of American Indian college student involvement
    (2010) Garland, John L.; 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 identify campus environmental predictors of American Indian college student involvement. The American Indian research asterisk, or not including American Indian data, has prevailed over student development research for decades. As a result, student affairs professionals have been limited in their ability to develop evidence-based student development interventions for American Indian student involvement. This study addressed the research asterisk related to American Indian college student involvement through a quantitative multi-institutional study of 99 campuses with a total of 1,931 American Indian respondents. This study confirms many prior research study findings with American Indian college students that were limited in scope and context and where findings lacked transferability. Several key findings emerged from this research study including the importance of pre-college involvement in high school academic clubs and holding leadership positions as significant predictors of college student involvement. Mentor relationships with faculty and student affairs staff were also significant predictors of American Indian student involvement indicating the importance of these types of interactions for this population. Most importantly, a sense of belonging for American Indian students was quantitatively confirmed as a significant predictor of American Indian student involvement. The concept of involvement, however, should not be limited by its historical on-campus context and should be viewed as a dynamic process whereby American Indian students are provided an opportunity to shape an involvement experience that helps to maintain their sense of self and identity while promoting a sense of belonging and collegiate success.
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    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.