Degree Type

Dissertation

Date of Award

1997

Degree Name

Doctor of Philosophy

Department

Family and Consumer Sciences Education and Studies

First Advisor

Judy K. Brun

Abstract

The objectives of this study were to design a leadership curriculum for family and consumer sciences female undergraduate students to be implemented as a course or infused into existing courses, and to conduct a formative evaluation of the curriculum. Curriculum content was based on recommendations of theorists of "transformational leadership" Bennis and Nanus (1985), Kouzes & Posner(1987), and Tichy and Devanna, (1986); leadership experts, and students. A draft curriculum was developed and pilot tested with seven undergraduate and two graduate students. The curriculum was revised and again pilot tested using a pretest-posttest, experimental-standard treatment design. Fifty-nine female students enrolled in a required one-credit, 15 contact-hour senior seminar constituted the experimental group for curriculum implementation; 48 female students enrolled in another section of the seminar served as the standard group and received the traditional curriculum for the seminar. The Leadership Practices Inventory (LPI), a self-report measure of perceived leadership practices developed by Kouzes and Posner (1993), and a questionnaire developed by the researcher containing structured and open-ended questions were used to assess curriculum impact;No significant posttest differences were found for any of the five LPI scale scores or total LPI scores between the experimental and standard groups beyond those explained by the covariates; i.e., pretest scores for each of the five scales and the total instrument respectively. However, a total of 12 (25.53%) students in the experimental group compared to only 3 (7.14%) in the standard group declared that they had changed their career plans and would now consider leadership positions, suggesting that the leadership curriculum may have successfully motivated female students in the experimental group to more actively seek to be leaders. Narrative data from students in the experimental group also suggested that the leadership curriculum helped students learn leadership concepts and increase their confidence and motivation to seek leadership positions. The leadership curriculum can now be further tested and adapted in courses for both female and male family and consumer sciences students.

DOI

https://doi.org/10.31274/rtd-180813-10684

Publisher

Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/

Copyright Owner

Swarna Mariana Viegas

Language

en

Proquest ID

AAI9725466

File Format

application/pdf

File Size

369 pages

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