Explorations Using the Social Change Model: Leadership Development among College Men and Women

By John P. Dugan. 2006

192 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8aafbd40d0cfbc5b36278de26d4419242808caef

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Citations in the corpus

Mentors and College Student Leadership Outcomes: The Importance of Position and Process (2012, methodology): “The SRLS instrument and its later adaptations underwent significant tests substantiating reliability and validity in later studies (Dugan, 2006a, 2006b; Dugan, del Castillo, & Beazley, 2011; Dugan & Komives, 2010; Dugan, Komives, & Associates, 2009; Gehrke, 2008; Humphreys, 2007; Ricketts, Bruce, &…”
College Student Capacity for Socially Responsible Leadership: Understanding Norms and Influences of Race, Gender, and Sexual Orientation (2008, background): “Conversely, a recent single institution study operationalizing the social change model found women scored higher across eight theoretically-derived, self-report, leadership measures (Dugan, 2006b).”
First-Generation Undergraduate Students and the Impacts of the First Year of College: Additional Evidence (2012, background): “The instrument has eight scales corresponding to the eight dimensions of leadership (Astin et al.; Dugan, 2006): Consciousness of Self, Congruence, Commitment, Collaboration, Common Purpose, Controversy with Civility, Citizenship, and Change.”
A Longitudinal Study Examining Changes in Students’ Leadership Behavior (2009, background): “Dugan (2006b) also reported that scores associated with a social change model of leadership were highest among students who were “involved” than those not similarly involved. Mendez-Grant (2001) examined how a leadership development program might impact the retention rates of first-year students.”
The link between high-impact practices and student learning: some longitudinal evidence (2015, methodology): “The SRLS is a 68-item scale measuring the eight areas of the Social Change Model: Consciousness of Self, Congruence, Commitment, Collaboration, Common Purpose, Controversy with Civility, Citizenship, and Change (see Astin et al. 1996; Dugan 2006).”
How Much Diversity is Enough? The Curvilinear Relationship Between College Diversity Interactions and First-Year Student Outcomes (2013, methodology): “Leadership skills were measured with the 68-item revised version of the Socially Responsible Leadership Scale (Dugan 2006; Tyree 1998).”
Influences on College Students' Capacities for Socially Responsible Leadership (2010, background): “Formal leadership training programs were measured based on the duration of the experience and characterized as follows: short-term (e.g., one-time lecture, workshop), moderate-term (e.g., a single academic course, 532 Journal of College Student Development multi-session series), and long-term (e.g.,”