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Hispanic/Latino College
Student Involvement in
Student Organization
Leadership Roles
Barry McKinney, Ed.D.Prepárate™:
Educating Latinos for the Future of
America Conference
March 10, 2011
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OUTCOMES
Participants will learn the outcomes of
the dissertation study.
Participants will learn which attributes
studied had a positive relationship with
the number of leadership roles held.
Participants will leave with suggestions
to implement on campus.
Participants will share and brainstorm
some activities/programs.
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PICTURE YOURSELF
Think About A Recent Picture of
Yourself…
What did that photo say about you?
What story did it tell?
Pictures of students on our campuses.
What is their story?
We need more stories to be told.
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Faces of Hispanic Involvement
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Statement of the Problem
Increased Hispanic Enrollment &
Involvement
Limited Information Available
About Population
Less Known About Involvement
Need More Information About
Group To Serve Better
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Purpose of the Study
Examined the Involvement of Hispanic College Students in Leadership Roles
Relationship Between Leadership Roles and the Characteristics of:
Peer Influence
Self-Confidence
Self-Efficacy
Role Model Influence & Support
Extraversion
Gender
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Significance of the Study
Provided insight into Hispanic student
involvement in student organization
leadership roles.
Identified attributes with a relationship
to the number of positions a student
holds.
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Significance of the Study
Assisted Student Affairs Professionals
with Student Organizations &
Leadership Development.
Assisted Student Affairs Professionals
in Understanding Hispanic Students.
Increased Information About The
Population
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Leadership
Characteristics Associated With Student
Leadership (Lloyd, 2006)
Peer Influence
Self-Confidence
Self-Efficacy
Role Model Influence & Support
Extraversion
Gender
Person In An Organization Who Holds A
Title & Influences The Group Toward A
Common Goal For At Least Four Months.
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Data Collection
Lloyd Leadership Instrument (Lloyd, 2006)
Distributed to students at UTSA, Texas
A&M-Kingsville, and Texas A&M-Corpus
Christi
Distributed at the South Texas Leadership
Conference with students from TAMUK,
TAMUCC and UT-Pan Am
297 valid instruments were compiled
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Analysis of Scales
Chronbach’s Alpha For All Scales
Self-Efficacy=.85
Extroversion=.88
Peer Influence=.85
Role Model Influence &Support=.83
Self-Confidence=.89
All Scales Were Reliable!
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Descriptive Statistics
45.1% Female
54.5% Male
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Descriptive Statistics
Leadership Positions Held
N=288
Range: 0-18 Positions
3.34 M 2.53 SD
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Descriptive Statistics
Grade Point Average
N=273
Range: 2.00-4.00
3.04 M 0.49 SD
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Descriptive Statistics
Semesters Enrolled
N=284
Range: 0-25 Semesters
5.71 M 3.27 SD
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Research Question #1
What is the relationship between peer influence, self confidence,
self-efficacy, role model influence and support, extraversion, and
gender on the number of leadership positions held by Hispanic college students?
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Research Question #1
Standard Multiple Regression
Procedure
Data Showed An Issue With
Multicollinearity.
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Research Question #1
Stepwise Multiple Regression
Procedure
r Was Severely Limited.
Confounded Effects of
Independent Variables.
Prediction Equations Unstable.
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Research Question #1
Unable To Show Predictability
We cannot say how the variables
together contribute to the number of
leadership positions held as a result.
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Research Question #2
How does each of the independent
variables (peer influence, self-
confidence, self-efficacy, role model
influence and support, extraversion,
and gender) contribute to the number
of leadership positions held by
Hispanic College Students?
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Null Hypothesis01
There is no statistically significant
relationship between peer
influence and the number of
leadership positions held by
Hispanic college students.
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Null Hypothesis01
Peer Influence and Number of Leadership
Positions
r = .151
p = .013
Relationship Is Significant At The .05
Level.
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Null Hypothesis02
There is no statistically significant
relationship between self-
confidence and the number of
leadership positions held by
Hispanic college students.
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Null Hypothesis02
Self-Confidence and Number of
Leadership Positions
r = .157
p = .009
Relationship Is Significant At The .01
Level.
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Null Hypothesis03
There is no statistically significant
relationship between self-efficacy
and the number of leadership
positions held by Hispanic college
students.
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Null Hypothesis03
Self-Efficacy and Number of
Leadership Positions
r = .202
p = .001
Relationship Is Significant At The .01
Level.
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Null Hypothesis04
There is no statistically significant
relationship between role model
influence and support and the
number of leadership positions
held by Hispanic college students.
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Null Hypothesis04
Role Model Influence & Support and
Number of Leadership Positions
r = .057
p = .344
Relationship Is Not Significant.
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Null Hypothesis05
There is no statistically significant
relationship between extraversion
and the number of leadership
positions held by Hispanic college
students.
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Null Hypothesis05
Extraversion and
Number of Leadership Positions
r = .121
p = .048
Relationship Is Significant At The .05
Level.
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Null Hypothesis06
There is no statistically significant
relationship between gender and
the number of leadership positions
held by Hispanic college students.
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Null Hypothesis06
Gender and
Number of Leadership Positions
(Nonparametric Correlation)
r = -.031
p = .599
Relationship Is Not Significant.
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Research Question #2
Yes, There Is A Statistically
Significant Relationship Between
Peer Influence, Self-Confidence,
Self-Efficacy, and Extraversion and
the Number of Leadership Positions
Held By Hispanic College Students. As
such, there may be a contribution to the
number of leadership positions held.
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Research Question #2
No, There Is Not A Statistically
Significant Relationship Between
Role Model Influence and Support
and Gender and the Number of
Leadership Positions Held By
Hispanic College Students. As
such, there may not be a contribution to
the number of leadership positions held
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Conclusions
In General, Peers Play An Important Role In Number of Leadership Roles.
Supports Literature Which Identified Hispanic Student Benefit From Peer Interactions (Norton, 2008;
Hernandez, 2000)
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Conclusions
There Is A Relationship Between Self-
Confidence Level & Positions Held.
Supports Literature Which Indicated
That Confidence Was Good For
Leadership (Humphrey, 2002; Ouellette, 1998).
Encompassed Leadership Skills From
Emotional Intelligence. (Nelson & Low, 2003).
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Conclusions
There Is A Relationship Between
Self-Efficacy & Positions Held.
More Positions Hispanics Hold,
The More They Will Seek Out (Fertman &
Long, 1990; Silva 2007)
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Conclusions
The study showed there was no
relationship between role model
influence and support and number
of positions held.
Contradicts the literature (Buford, 2001;
Gamboa & Vasquez, 2006; Ortiz, 2004; Hernandez, 2000).
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Conclusions
The study showed Extraversion
was statistically significant to the
number of positions held.
All Participants in Shertzer & Shuh
Study Self-Identified As
Extraverted (2004).
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Conclusions
Gender Was Not Statistically
Significant to the Number of
Positions Held.
Literature Indicated Differences (Lloyd, 2006; Dugan, Komives, & Segar, 2008).
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Recommendations
Admissions Professionals Should
Encourage Involvement In High
School Clubs & Organizations.
Admissions Can Use Hispanic
Students To Help Recruit Other
Hispanic Students.
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Recommendations
During Orientation, Help Your
Community, Not Get Involved.
Programs That Help Skills In
Decision Making Such As Case-
Studies or Role-Playing.
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Recommendations
Hispanic Students Gathering
During First Two Weeks Of School.
Programs That Provide Mingling
Opportunities To Socialize.
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Recommendations
Involvement of Hispanic Students
on University Committees.
Workshops That Have A Social
Element.
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Recommendations
Public-Speaking & Interpersonal
Skills Programs with Positive Self-
Talk.
Spotlight Successful Hispanic
Students.
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Recommendations
Help Students Gain A Greater
Social Awareness To Impact
Emotional Intelligence.
Involve A Family Member In
Programs Where Possible.
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Recommendations For Further
Study
Qualitative Studies On Hispanic
Involvement.
Other Ethnic Groups With Regard
To The Attributes In this Study.
Hispanics In Leadership Roles At
Non-Hispanic Institutions.
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Recommendations For Further
Study
Hispanic Involvement In
Community Leadership Roles.
Leadership Roles & Length of Time
In Organization.
Language Differences Impact On
Leadership.
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IDEAS-BRAINSTORMS-
SHARING
Get with a partner to brainstorm and
share an idea you have related to this
data.
How might you apply this data and/or
information to your campus?
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“The education Latino
students receive today
is crucial in determining
what positions they will
hold tomorrow.”(Gohn & Albin, 2006, p. 340)
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Faces of Hispanic Involvement
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REFERENCES
Buford, C. G. (2001). Definitions of leadership by college students: An exploratory
and descriptive study of the Chicano/Latino experience. Ph.D. dissertation,
University of California, Santa Barbara, United States -- California. Retrieved
November 16, 2008, from Dissertations & Theses: Full Text database.
(Publication No. AAT 3035349).
Dugan, J. Komives, S., & Segar, T. (2008). College student capacity for socially
responsible leadership: Understanding norms and influences of race, gender,
and sexual orientation. NASPA Journal 45 (4), pp. 475-500.
Fertman, M. & Long, J. (1990). All students are leaders. School Counselor, 37 (5),
391-397.
Gohn, L. & Albin, G. (2006). Understanding college student subpopulations.
Washington, D.C.:NASPA.
Hernandez, J. (2000). Understanding the retention of Latino college students. The
Journal of College Student Development 41 (6), 575-588.
Humphrey, K. (2002). On the soul of leadership. In Porter, Barnes, & Denney (Eds.)
Let your leadership speak: How to lead and be heard (pp. 53-61). Paxton:
The Future is Yours To Create! Company.
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REFERENCES
Lloyd, Jan M. (2006). Predicating leadership: Characteristics associated with student
leadership. Unpublished doctoral dissertation, The University of Georgia,
Athens.
Nelson, D. & Low, G. (2003). Emotional intelligence: Achieving academic and career
excellence. Upper Saddle River: Pearson Education.
Norton, G. (2008). Modeling student success at a Hispanic-serving institution: A l
ocal approach. Unpublished doctoral dissertation, The University of Texas at
San Antonio, San Antonio.
Ouellette, M. (1998). Characteristics, experiences, and behaviour of university
student leaders. Ph.D. dissertation, University of Alberta (Canada), Canada.
Retrieved November 16, 2008, from Dissertations & Theses: Full Text
database. (Publication No. AAT NQ29087).
Ortiz, A. (2004). Promoting the success of Latino student: A call to action. In Ortiz, A.
(Ed.) Addressing the unique needs of Latino American students (pp.89-97).
New Directions for Student Services, No. 105. San Francisco: Jossey-Bass.
Shertzer, J. & Schuh, J. (2004). College student perceptions of leadership:
Empowering and constraining beliefs. Journal of College Student
Development, 42 (1), 111-131.
.
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REFERENCES
Silva, R. (2007). The career development of successful Hispanic administrators in
higher education: A delphi study. Unpublished doctoral dissertation, Texas A&M
University, College Station.
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Hispanic/Latino College
Student Involvement in
Student Organization
Leadership Roles
Barry McKinney, Ed.D.
2010 NACA National
Convention
February 14, 2010
![Page 56: Hispanic/Latino College Student Involvement in Student ... · Student Involvement in Student Organization Leadership Roles Barry McKinney, Ed.D. Prepárate™: Educating Latinos for](https://reader033.vdocument.in/reader033/viewer/2022051916/60080a438c148e4cff211593/html5/thumbnails/56.jpg)
Hispanic/Latino College
Student Involvement in
Student Organization
Leadership Roles
Barry McKinney, Ed.D.Prepárate™:
Educating Latinos for the Future of
America Conference
March 10, 2011