Browsing by Subject "Transfer Students"
Now showing 1 - 2 of 2
Results Per Page
Sort Options
Item PERCEPTIONS OF THE CAPACITY FOR CHANGE AS A COMPONENT OF LEADERSHIP DEVELOPMENT AS REPORTED BY SELECT POPULATIONS OF COLLEGE STUDENTS: IMPLICATIONS FOR COLLEGE STUDENT LEADERSHIP DEVELOPMENT(2010-01-16) Durham Hynes, Sharra L.Greater knowledge of specific populations? perception of the capacity for change will assist leadership practitioners in the design and implementation of effective leadership programs. These leadership programs will hopefully prepare students to lead effectively in a rapidly changing society where a strong capacity for change is needed. This study examined three specific populations of undergraduate students who participated in the Multi-Institutional Study of Leadership in 2006. The three populations of interest were first generation college students, transfer students and male students. The purpose of the study was to determine the self-perceived capacity to adapt to change for selected college student populations based on the Social Change Model of Leadership (Appendix A). A second purpose was to determine differences in this self-perceived capacity to adapt to change between and among these selected college student populations. Responses to the 10 individual items of the Change Scale (MSL) were measured and analyzed to determine if any significant differences and/or interactions existed in the data. The results of this study inform the design of both Academic and Student Affairs student leadership development programs to enhance the leadership development of these selected student populations. The research design for the study included the use of descriptive statistics, a correlation matrix to examine the relationships of the 10 individual items of the change scale, and a 3X10 MANOVA. These tests and measures were utilized on all three independent variables (generational status, transfer status and gender) and the 10 individual items of the change scale within the Socially Responsible Leadership Scale. This study identified distinct differences between/among the three populations of interest and provided numerous recommendations for practice such as tapping into the unique life experiences of transfer and first generation college students to learn more about their stronger capacity for managing change and specifically recruiting students from the three populations of interest to assist in the delivery of change-related curriculum within leadership programs. Another recommendation was made for leadership practitioners to utilize the Social Change Model of Leadership development to help with the development of leaders who will share a commitment to positive change at the individual, group and community levels.Item Starting with the End in Mind: A Case Study of Under-Represented, Teacher Education, Community College Transfers in a Predominantly White Institution(2012-10-19) Byrd, David ArthurThis dissertation examined the experiences of African American and Hispanic community college transfers studying in a predominantly White institution (PWI) teacher education program. Extant literature has demonstrated that there is an increasing shortage of public school teachers of color. To address this pervasive crisis, universities must recruit larger numbers of under-represented students from America's community colleges to fill the gap. Additionally, under-represented students in predominantly White institution (PWI) teacher education programs must be retained and graduated in higher numbers to impact teacher production. To understand the needs and experiences of these students, three African American and four Hispanic students successfully studying in the College of Education and Human Development at Texas A & M University were interviewed to examine their experiences as they transitioned into and through the pre-service teacher education program. This study utilized a case study analysis and data collected through interviews, observations, and document analysis were analyzed utilizing constant comparative techniques. Key themes that emerged through data analysis included (1) Student Perceptions of the Transfer Process, (2) The Role of Intimate Support Structures, (3) The Role of Institutional Support Structures, (4) Situational Factors Faced by Under-represented Transfers, and (5) Strategies Employed by Under-represented Transfers in a Predominantly White, Teacher Education Program. Findings from this study suggest that Texas A & M University should improve the marketing of academic support resources and provide narrowly tailored services to meet the needs of under-represented transfer students. Additionally, Schlossberg's Transition Theory is amended to better represent the assets and liabilities utilized by these populations in this particular PWI.