Expanding Our Understanding of Student Leadership Development: A Study Exploring Gender and Ethnic Identity.

By Adrianna J. Kezar, D. Moriarty. 2000

287 citations recorded by the source corpus.

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Citations in the corpus

Leadership Identity Development: Challenges in Applying a Developmental Model (2009, background): “There is a growing body of research that relates racial and cultural factors to leadership development (Arminio, et al., 2000; Balón, 2003, 2005; Harper & Quaye, 2007; Hoppe, 1998; Kezar & Moriarty, 2000; Liang, Lee, & Ting, 2002; Richardson & Loubier, 2008; Ruderman & Ernst, 2004).”
Mentors and College Student Leadership Outcomes: The Importance of Position and Process (2012, background): “…education context explored the intersection of mentoring and leadership development, all of which suggested a significant, positive relationship between faculty mentoring and leadership gains (Astin, 1993; Dugan & Komives, 2007; Kezar & Moriarty, 2000; Komives, Owen, et al., 2005; Thompson, 2006).”
College Student Capacity for Socially Responsible Leadership: Understanding Norms and Influences of Race, Gender, and Sexual Orientation (2008, background): “Kezar and Moriarty (2000) found that male students reported higher self-assessed general leadership abilities than their female counterparts.”
Student Leadership: A Phenomenological Exploration of Postsecondary Experiences (2005, background): “Kolb (1999) has analyzed gender as a predictor for holding positions of leadership, and other researchers have examined gender in relation to leadership style and peer evaluation (Kezar & Moriarty, 2000) and psychological correlates of leaders’ aspirations (Boatwright & Egidio, 2003).”
Student–Faculty Interaction in Research Universities: Differences by Student Gender, Race, Social Class, and First-Generation Status (2009, background): “Some studies demonstrate that the impact of student–faculty interaction may differ by student gender (Colbeck et al. 2001; Kezar and Moriarty 2000; Sax et al. 2005), and others reveal differences by race (Cole 2004; Kim 2006; Lundberg and Schreiner 2004).”
Adolescent Leadership Development (2009, background): “The locus of such ranges from evaluation of leader - ship development differences between racial and gender subgroups (Kezar and Moriarty, 2000; Posner and Brodsky, 1994; Winter et al., 2001) to leader ship practices of effective student leaders (Cooper et al., 1994).”
Influences on College Students' Capacities for Socially Responsible Leadership (2010, background): “…type and expenditure patterns (Smart, Ethington, Riggs, & Thompson, 2002), participation in leadership education and training programs (Cress, Astin, ZimmermanOster, & Burkhardt, 2001), interracial contacts (Antonio, 2001), and racial and gender group memberships (Kezar & Moriarty, 2000).”
A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students (2015, background): “Also, given the findings from previous studies that students’ gender, race, socioeconomic status, and pre-college academic performance tend to influence the patterns of their interactions with faculty during college (Colbeck et al. 2001; Kezar and Moriarty 2000; Cole 2004; Kim 2010; Kim et al. 2009;”
Student Leadership Process Development: An Assessment of Contributing College Resources (2006, methodology): “Using eight college resource categories identified from previous studies (Kezar & Moriarty, 2000; Whitt, 1994; Wielkiewicz, 2000), students were asked to what extent they agreed that each resource contributed to their attitudes and beliefs regarding leadership.”
Explorations Using the Social Change Model: Leadership Development among College Men and Women (2006, background): “However, research has also challenged traditionally held assumptions regarding the transferability of leadership models across gender differences (Kezar & Moriarty, 2000).”
The Effects of Student–Faculty Interaction on Academic Self-Concept: Does Academic Major Matter? (2014, background): “Some studies demonstrate that the impact of student–faculty interaction may differ by student gender (Colbeck et al. 2001; Kezar & Moriarty 2000; Kim & Sax 2009; Sax 2008; Sax et al. 2005), and others reveal differences by race (Cole 2004; Kim 2010; Kim & Sax 2009; Lundberg & Schreiner 2004; Mayo…”
The Differential Effects of Student-Faculty Interaction on College Outcomes for Women and Men (2005, background): “Student-faculty interaction has been positively associated with students’ self-assessed leadership abilities (Kezar & Moriarty, 2000), social self-confidence (Kezar & Moriarty), men’s self-rated public speaking ability (Kezar & Moriarty), women’s perceptions of their capacity to influence others…”
A Longitudinal Study Examining Changes in Students’ Leadership Behavior (2009, background): “What Kezar and Moriarty (2000) found is that involvement in various activities, such as”
Leadership Identity Development Among Lesbian, Gay, Bisexual, and Transgender Student Leaders (2005, background): “…and student development is well established in the research literature (e.g., Astin, 1993; Pascarella & Terenzini, 2005), and the influence of involvement on identity development in particular emerged recently as a scholarly topic (e.g., Inkelas, 2004; Kezar & Moriarty, 2000; Rhoads, 1997, 1998).”