A Study of Two Generations of Culturally Diverse Community College Student’s Views on Leader Attributes in Self and Others
||A Study of Two Generations of Culturally Diverse Community College
Student’s Views on Leader Attributes in Self and Others
||Paula Jeanine Hodkowski
Graduate School of Education
Old Dominion University
Unpublished doctoral dissertation: December 2011
The purpose of this study was to determine if two generations of
community college student participants differed significantly in
their use of the leadership practices of Model the Way and Enable
Others to Act.
This study used a convenience sample of 376 students enrolled in
a large public suburban Midwestern community college, serving 26
culturally diverse communities. Respondents completed 12 statements
from the Leadership Practices Inventory (scales for measuring Model the
Way and Enable Others to Act), rated the importance of various
leadership traits (Lord, Foti & DeVader, 1984), and provided
demographic information. Eighty-five percent of the respondents were
Millennials (ages 18-28; with 177 men and 143 women) and the remainders
were Generation X (ages 29–49; with 21 men and 35 women). Fifty-four
percent of the sample was Caucasian, and the remainder was considered
None of the demographic variables (generation, gender,
ethnicity, nor any combination of them) showed statistically significant
differences (MANOVA) for either Model the Way or Enable Others to Act.
Frequency scores on Enable were uniformly higher than those reported
for Model. Ratings of 35 leader traits in others did not differ
significantly based on generation, gender, ethnicity, or any combination
of these three variables.
The researcher suggests that the similar views on leadership in
such diverse groups of students could be a starting point to overcome
other cultural differences: “That the findings showed no culturally
significant differences is significant. It is important that community
college leaders examine and capitalize on ideas of commonalities in
culturally diverse populations” (p. 144).
The dissertation is available for purchase here.
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