Mentoring the Leader: The Role of Peer Mentoring in the Leadership Development of Students-of-Color in Higher Education.

The racial and ethnic demographic landscape of American society and postsecondary education is changing at an accelerated rate whereby people-of-color are becoming the numerical majority. Yet, little is known about the response to these changes particularly in the area of leadership. There is minimal evidence to suggest that members of racial and ethnic groups are assuming leadership roles in similar proportions to their population growth in society or in college. The intent of this study is to explore the ways in which peer mentoring contributes to how students-of-color develop as leaders. Using qualitative methodology, seventeen students participated in semi-structured individual interviews which also involved hand drawings of their experiences. The study was conducted at a large research institution located in the Midwest. Purposeful selection was applied to select studentsof-color serving as a student leader of an ALANA (African American, Latino, Asian Pacific American, and/or Native American) student organization on campus. In the findings three themes emerged from data including Defining, Positioning, and Generativity. Peers mentors are defined in personal and organizational contexts. The setting and timing of interaction between peer mentors and participants affects the degree of their involvement in leadership. Leadership succession was evident among participants as a result of encouragement from their peer mentors. Connections between this study and theoretical models from three other research were identified including Kram's (1988) Developmental Relationships Model, Komives (2007) Generativity Model, and Sedlacek's (2004) Non-Cognitive Variable Model. Conclusions are drawn to provide insight on the benefits and outcomes of peer mentor models. Thus, institutions can utilize this information to enhance peer mentoring opportunities to increase leadership capacity among students-of-color. Higher, Adult, and Lifelong Education Dissertation Abstracts 2009 423 Erickson Hall, East Lansing, MI 48824-1034  Tel:(517) 353-5187  Fax:(517) 353-6393  email: haleadm@msu.edu ERIC R. JESSUP-ANGER, 2009 IMPLEMENTING INNOVATIVE IDEAS: A MULTISITE CASE STUDY OF PUTTING LEARNING RECONSIDERED INTO PRACTICE ABSTRACT Leaders in colleges and universities across the United States are coming under increasing pressure to enhance the quality of programs and services on their campuses (Gensheimer, 2009; U.S. Department of Education, 2006). Although administrators and faculty have access to a growing body of scholarship to improve institutional quality (e.g., Kuh, Kinzie, Schuh, Whitt, & Associates, 2005; Pascarella and Terenzini, 2005), the majority of institutions continue to struggle to put innovative ideas into practice (Bok, 2006; Duderstadt, 2000). Furthermore, leaders and change agents have limited literature to consult to enhance their efforts because few studies have examined implementation in postsecondary organizations. To provide further guidance to administrators, this study used a multi-site case study approach and a backward mapping analytic strategy to examine three divisions of student affairs that implemented Learning Reconsidered (American College Personnel Association & National Association of Student Personnel Administrators, 2004), a national report calling for a series of innovative policies and practices. Data were collected via individual and small group interviews using a semi-structured protocol. A review of available documents was also conducted. The data are presented in three, in depth case studies. The study concludes with a crosscase analysis of the implementation process and forwards implications for theory and practice.Leaders in colleges and universities across the United States are coming under increasing pressure to enhance the quality of programs and services on their campuses (Gensheimer, 2009; U.S. Department of Education, 2006). Although administrators and faculty have access to a growing body of scholarship to improve institutional quality (e.g., Kuh, Kinzie, Schuh, Whitt, & Associates, 2005; Pascarella and Terenzini, 2005), the majority of institutions continue to struggle to put innovative ideas into practice (Bok, 2006; Duderstadt, 2000). Furthermore, leaders and change agents have limited literature to consult to enhance their efforts because few studies have examined implementation in postsecondary organizations. To provide further guidance to administrators, this study used a multi-site case study approach and a backward mapping analytic strategy to examine three divisions of student affairs that implemented Learning Reconsidered (American College Personnel Association & National Association of Student Personnel Administrators, 2004), a national report calling for a series of innovative policies and practices. Data were collected via individual and small group interviews using a semi-structured protocol. A review of available documents was also conducted. The data are presented in three, in depth case studies. The study concludes with a crosscase analysis of the implementation process and forwards implications for theory and practice. Three broad, overarching findings relating to implementation emerged across the three divisions of student affairs examined in this study. These include: 1) the influence of the initiation phase and adoption decision on implementation; 2) the multiple, cascading levels of adoption and implementation, and the shifting roles of senior student affairs officers and mid-level professionals; and, 3) the importance of technical and leadership capacity and how resources were employed to bolster professionals‘ capacity to implement. In addition, a river delta metaphor is presented that captures the iterative, complex, and relatively non-linear process by which innovative ideas are put into practice. The metaphor provides a framework for leaders and professionals throughout the organization to make sense of implementation and their role in the process. The study concludes with implications for theory and practice. Theoretical implications include: 1) a changing conceptualization of the role of senior leaders and mid-level professionals as the implementation process unfolds; 2) how and when levers are employed is more influential than what levers are used; and, 3) the availability of sufficient time and space are the most influential levers. Recommendations for practice include: 1) the process should ideally stem from a period of organizational reflection; 2) organizational culture should be viewed as a road map, not a barrier; 3) the process should be inclusive of professionals throughout the organization; 4) change leaders should embrace their symbolic and behind the scenes role in the effort; 5) because of their central role in implementation, mid-level professionals must be adequately prepared to put innovative ideas into practice at the department level; 6) creativity and reasonable risk-taking should be promoted from the outset; and, 7) the pace and process by which technical and leadership capacity is bolstered needs ongoing attention from senior leaders and change agents. Higher, Adult, and Lifelong Education Dissertation Abstracts 2009 423 Erickson Hall, East Lansing, MI 48824-1034  Tel:(517) 353-5187  Fax:(517) 353-6393  email: haleadm@msu.edu JODY E. JESSUP-ANGER, 2009 INSPIRING THE LIFE OF THE MIND: AN EXAMINATION OF THE ROLES OF RESIDENTIAL COLLEGE ENVIRONMENTS AND MOTIVATIONAL ATTRIBUTES IN PROMOTING UNDERGRADUATE STUDENTS’ INCLINATION TO INQUIRE AND CAPACITY FOR LIFELONG LEARNING ABSTRACT As postsecondary education is promoted as a necessity for participation in the 21st century knowledge economy, academics, policymakers, and the public have all voiced concerns about the quality and coherence of undergraduate education (AAC & U, 2007; Barr and Tagg, 1995; U. S. Department of Education, 2006). Critics point to the size, scope, and multiple missions of large, public research universities as contributing to students‘ feelings of anonymity, lack of engagement, and disconnection from faculty (Astin, 1993; Boyer, 1987; Gaff, 1970; Gamson, 2000; Guskin, 1994; Hawkins, 1999; Jerome, 2000). As postsecondary education is promoted as a necessity for participation in the 21st century knowledge economy, academics, policymakers, and the public have all voiced concerns about the quality and coherence of undergraduate education (AAC & U, 2007; Barr and Tagg, 1995; U. S. Department of Education, 2006). Critics point to the size, scope, and multiple missions of large, public research universities as contributing to students‘ feelings of anonymity, lack of engagement, and disconnection from faculty (Astin, 1993; Boyer, 1987; Gaff, 1970; Gamson, 2000; Guskin, 1994; Hawkins, 1999; Jerome, 2000). University administrators increasingly turn to residential colleges and other types of living-learning programs to address the size and scale conundrum facing large research universities. By creating smaller enclaves of students living together initially, taking part in a shared educational endeavor, and using resources within their environment that stress academics (Inkelas, Zeller, Murphy, & Hummel, 2006), administrators and faculty purport to create the atmosphere of a small liberal arts college while still offering students the resources of a large university (Magolda, 1994; Schuman, 2005). Despite this claim, virtually no attention has been paid to whether and how these environments promote values associated with a liberal arts education, including whether they deepen students‘ inclination to inquire and capacity for lifelong learning. Identified by the Center of Inquiry in the Liberal Arts at Wabash College as one distinctive outcome of a liberal arts education, having a deep inclination to inquire would suggest that a student has a strong desire to learn and continues to pursue intellectual growth. Closely connected to students‘ inclination to inquire is their capaci