Search results

Previous studies indicate that a college-student’s leader self–efficacy (LSE) enhances the ability to be an effective leader. However, there is limited empirical evidence on the college experiential factors that develop students’ LSE in Historically Black Institutions (HBIs). The purpose of this study is to adapt Astin’s input-environment- outcome (I-E-O) model to identify the effects of college experiential variables (environment) on student LSE development (output) while controlling for precollege variables (input). Pre- and post-data were collected from 200 freshmen studying at two Historically Black Institutions and analyzed using the hierarchical multiple regression (HMR). The findings suggested that precollege LSE and college co-curricular leadership experiences significantly influence students’ LSE development.

Our goals were to explore the pedagogies applied by instructors that supported Black, Indigenous and People of Color (BIPOC) student learning in a leadership course and the leadership behaviors BIPOC students identified as being applicable after the course.

Through survey research and qualitative data analysis, three prominent themes emerged.

High-quality, purposeful pedagogy created opportunities for students to learn. Second, a supportive, interactive community engaged students with the instructor, each other and the course material to support participation in learning. As a result, students reported experiencing big shifts, new growth and increased confidence during their leadership courses.

We discuss our findings and offer specific recommendations for leadership educators to better support BIPOC students in their leadership courses and classrooms and for further research with BIPOC students.