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Examining the Relationship Between Minority Status Stress, the Social Change Model of Leadership Development, and Persistence of Black Students at Predominantly White Institutions

机译:研究少数民族地位压力,领导力发展的社会变革模型与黑人学生在白人学校中的毅力之间的关系

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摘要

Minority status stress, which is the stress Black college students experience at predominantly White institutions (PWIs) as a result of their racial minority status, has been found to negatively impact their persistence in college. Two manuscripts were developed for this dissertation. The first is a critical literature review which establishes the relationship of minority status stress, persistence, and leadership values within psychological and higher educational scholarship of Black students at PWIs. The paper seeks to clarify the connection between the aforementioned variables as it relates to the Black student experience at PWIs. As minority status stress causes a threat to Black student persistence, leadership conceptualized using the values or the Cs of the Social Change Model of Leadership Development (SCM) were introduced as coping methods Black students have used to increase their persistence and minimize the negative effects of minority status stress. The second article is a quantitative study examining the relationship of minority status stress and persistence employing the Cs of the SCM as mediators in a sample of 340 Black college students. Results indicated that none of the Cs of the SCM fully mediated the relationship between minority status stress and persistence when employed as composite scores. However, when the six individual factors of minority status stress (environmental stressors, race-related stressors, racial-identity stressors, intrapersonal and interpersonal stressors, achievement-related stressors, and minority status stressors) and the 5 factors of persistence (academic and intellectual development, faculty concerns for student development and teaching, interactions with faculty, institutional and goal commitments, and peer group interactions) were employed in a series of multiple mediation analyses with the Cs of the SCM as mediators, there were several instances of full mediation by the Consciousness of Self, Citizenship, and Change values. The findings emphasized the importance of these three values in conceptualizing Black student leadership at PWIs and in understanding the role of leadership in Black student persistence in lieu of minority status stress. Suggestions for future research, implications, and recommendations for student affairs practitioners, other student services providers, faculty, and staff are discussed.
机译:少数民族地位压力是黑人大学生由于其种族少数群体身份而在白人机构中占主要地位的压力,已被发现会对他们的大学持久性产生负面影响。本论文开发了两种手稿。第一个是批判性文献综述,它建立了黑人在维权人士的心理和高等教育奖学金中的少数群体地位压力,毅力和领导价值观之间的关系。本文试图阐明上述变量之间的联系,因为它们与PWI的黑人学生经历有关。由于少数群体的地位压力对黑人学生的持久性构成威胁,因此引入了使用价值观或领导力发展社会变革模型(SCM)的Cs概念化的领导力作为应对方法,黑人学生已采用这种应对方法来提高他们的持久性并最大程度地减少负面影响。少数民族地位压力。第二篇文章是一项定量研究,以340名黑人大学生为样本,使用SCM的C作为中介,研究了少数群体地位压力与持久性之间的关系。结果表明,当采用SCM作为综合评分时,SCM的C均不能完全介导少数群体状态压力与毅力之间的关系。但是,当少数群体状态压力的六个单独因素(环境压力源,种族相关压力源,种族认同压力源,人际和人际关系压力源,成就相关压力源和少数群体状态压力源)和持久性的5个因素(学术和智力压力)发展,教职员工对学生发展和教学的关注,与教职员工的互动,机构和目标的承诺以及同伴群体的互动)在一系列由SCM的C担任调解员的多重调解分析中进行,其中有很多情况是通过自我意识,公民意识和变革价值观。研究结果强调了这三个价值观在概念化PWI的黑人学生领导力以及理解领导力在黑人学生持续性代替少数群体地位压力中的作用方面的重要性。讨论了对未来研究的建议,影响以及对学生事务从业人员,其他学生服务提供者,教职员工的建议。

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    Brown Lesley-Ann;

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  • 年度 2012
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  • 正文语种 en_US
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