Browsing by Subject "multi-institutional study of leadership"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    The Benefits of Low-Income Students’ Participation in Living Learning Leadership Programs
    (University of Minnesota, 2021) Soria, Krista M.; Roberts, Brayden J.
    Scholars have illuminated significant disparities in higher education degree attainment between college students from low-income and upper-income backgrounds. Instead of increasing social mobility of college students from socioeconomically disadvantaged backgrounds, structural barriers prohibit many low-income and working-class students from entering into higher education and graduating (Soria, 2015). Sixty percent of students from high socioeconomic status backgrounds earned a bachelor’s degree or higher within eight years compared with 14% of those from low socioeconomic backgrounds (National Center for Education Statistics, 2015). While the extant research on the benefits of living in residence halls substantiates the vital role residential life plays in students’ success (Astin, 1993; Blimling, 1989, 1993; Pascarella & Terenzini, 2005), the scholarship base about the benefits of on-campus living among students from lower-income backgrounds is underdeveloped (Lopez Turley & Wodkte, 2010), as is research around the impact specifically of living and learning leadership programs. Research on the identities of students from lower-income backgrounds is also relatively absent in living and learning leadership literature, and most scholars fail to take into account the self-selection biases of students who participate in living-learning leadership communities. The purpose of our study is to examine whether participating in a living and learning leadership program might be associated with low-income students’ resilience and sense of belonging. Students’ resilience and belonging are factors commonly associated with low-income students’ persistence and degree attainment in higher education.
  • Thumbnail Image
    Item
    Residents Assistants’ Leadership Efficacy
    (University of Minnesota, 2020) Soria, Krista M.; Roberts, Brayden J.
    Resident assistants play an indisputably important role in college and university housing as they help to connect residents with campus resources (Servaty-Seib & Taub, 2010), socialize and develop relationships with other students (Manata et al., 2017; Roland & Agosto, 2017), and integrate within the greater college community (Blimling, 2010). Resident assistants also promote greater university outcomes by facilitating students’ engagement and retention through programming (Soria & Taylor, Jr., 2016), imparting university values, and promoting student learning outcomes (Healea, 2006). Yet, while much is known about how resident assistants contribute to their institutions, little is known about the developmental outcomes resident assistants gain through their experiences (Martin & Blechschmidt, 2014). Specifically, even though leadership is often an implicit expectation or explicit requirement in resident assistants’ position descriptions (Benjamin & Davis, 2016), little is known about the potential for resident assistants to develop leadership outcomes from their paraprofessional training, interpersonal interactions or relationships, and leadership experiences. Researchers have left breadcrumbs pointing toward the potential impact of serving as a resident assistant on students’ leadership efficacy; however, there is still a void in terms of understanding whether serving in a resident assistant capacity itself is associated with leadership efficacy. The purpose of this paper is to examine whether resident assistants have a significantly different leadership efficacy compared to their peers who are not resident assistants.