• Brenda L. McKenzie - Leadership Identity Development in Traditional-aged Female Undergraduate College Students: A Grounded Theory

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    The purpose of this ground theory study was to understand the leadership identity development process experienced by traditional-aged female undergraduate college students which led to the creation of a leadership identity development model consisting of four phases.  In Phase One: Awareness and Exploration, students viewed leadership as external to themselves.  In Phase Two: Leader Identified, students could see themselves as leaders when they were elected to a position.  In Phase Three: Leadership Differentiated, students began to understand that leadership could happen from anywhere, without being in a position.  In Phase Four: Generativity, students began to understand their responsibility to develop others as leaders and some students also realized a need to address social change.  Female students, in early phases, did not see gender as relevant to them as leaders, even though they spoke to societal views of female leaders as weaker or less capable.  Students at later phases began to understand how being female mattered for them as leaders.

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