Leadership self-efficacy in Native American students: examining the impact of collective racial esteem, environmental experiences, and resilience

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dc.contributor.advisorSnyder, Lori
dc.contributor.authorFinken, Allyson
dc.contributor.committeeMemberConnelly, Shane
dc.contributor.committeeMemberSong, Hairong
dc.contributor.committeeMemberBeutel, Ann
dc.contributor.committeeMemberYoungbull, Natalie
dc.date.accessioned2021-06-25T19:13:07Z
dc.date.available2021-06-25T19:13:07Z
dc.date.issued2021-06
dc.date.manuscript2021-06-25
dc.description.abstractThis paper utilizes a structural equation modeling approach to explore the relationship between collective racial esteem, discriminatory campus climate, sociocultural conversations with peers, resilience, and leadership self-efficacy for Native American students. As a result of the 500 years of colonization, Native American communities identify resilience as one of their core values and promote leadership development as a mechanism to advance their communities. Survey results revealed that for Native American students, discriminatory campus climate has a significant, negative relationship with resilience, and resilience has a significant, positive relationship with leadership self-efficacy. White and Asian students were also surveyed to act as a control and comparison group. Results revealed that a discriminatory campus climate was only detrimental to leadership development for Native American students. Implications and recommendations for improving campus climate to promote leadership development in Native American students are discussed.en_US
dc.identifier.urihttps://hdl.handle.net/11244/330093
dc.languageenen_US
dc.subjectNative American Studies.en_US
dc.subjectLeadershipen_US
dc.subjectPsychology, Organizationalen_US
dc.thesis.degreePh.D.en_US
dc.titleLeadership self-efficacy in Native American students: examining the impact of collective racial esteem, environmental experiences, and resilienceen_US
ou.groupCollege of Arts and Sciences::Department of Psychologyen_US

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