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.