Leadership Experiences of Students of Color

By Jan L. Arminio, Sandra Carter, Steven E. Jones, K. Kruger, Nance Lucas, Jaime Washington, N. Young, Angela Scott. 2000

191 citations recorded by the source corpus.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e7cb6e6a16eb86dec1c6b71ca6aaba688757363f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Susan R. Komives
2. Ryan J. Davis
3. T. C. Segar
4. Brent Bilodeau
5. Kristen A. Renn
6. John P. Dugan
7. T. N. Ingram
8. David E. Jones

In Social Psychology

1. Susan R. Komives
2. Ryan J. Davis
3. John P. Dugan
4. Kristen A. Renn
5. Brent Bilodeau
6. Stefanie K Johnson
7. T. C. Segar
8. S. Murphy

Citations in the corpus

• Influences on College Students' Capacities for Socially Responsible Leadership (2010, background): “Second, the study of relationships between demographic group membership and leadership capacity is relatively thin (Arminio et al., 2000; Kezar et al., 2006; Kezar & Moriarty, 2000; Pascarella & Terenzini, 2005).”
• Curricular and Co‐curricular Influences on Undergraduate Engineering Student Leadership (2017, background): “…& Burkhardt, 2001; Dugan & Komives, 2010; Posner, 2004), yet race was shown to influence students’ perceptions of leadership and leadership development in at least three qualitative studies (Arminio et al., 2000; Komives, Owen, Longerbeam, Mainella, & Osteen, 2005; Renn & Ozaki, 2010).”
• Race and Racism in the Experiences of Black Male Resident Assistants at Predominantly White Universities (2011, background): “And similar to the student leaders of color in Arminio et al.’s (2000) study, our participants feared being perceived as “angry Black men” by White administrators and other RAs; found it difficult to locate same-race role models and advocates in the residence life departments; and had to think caref”
• Leadership Identity Development Among Lesbian, Gay, Bisexual, and Transgender Student Leaders (2005, background): “As Arminio et al. (2000) noted, “Contrary to the conventional leadership literature . . . and leadership program marketing information, which glorifies and encourages leadership practices (Murray, 1994), most participants did not consider themselves ‘leaders.’”
• College Student Capacity for Socially Responsible Leadership: Understanding Norms and Influences of Race, Gender, and Sexual Orientation (2008, background): “…gaps in the literature related to both student achievement across theoretically grounded measures of leadership (Dugan, 2006a, 2006b) and the influences of gender, race, and sexual orientation (Arminio et al., 2000; Clayborne & Hamrick, 2007; Kezar & Moriarty, 2000; Renn & Bilodeau, 2005).”
• The benefits of a long-lens approach to leader development: Understanding the seeds of leadership (2011, background): “Although little research has examined the development of leadership identities in different races or social classes, there is some evidence that cultural identity can impact leadership identity (Arminio et al., 2000).”
• Mentors and College Student Leadership Outcomes: The Importance of Position and Process (2012, unknown): “…Thompson, 2002), institutional type (Pascarella & Terenzini, 1991), transfer student status (Pascarella & Terenzini, 1991), racial group membership (Arminio et al., 2000; Dugan, Komives, & Segar, 2008; Komives, Owen, et al., 2005), gender (Dugan et al., 2008; Eagly, Johannesen-Schmidt, & van…”