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RELATIONAL LEADERSHIP: UNDERREPRESENTED STUDENT
PERSPECTIVES ON DIVERSITY COURSES
by
Emily A. Caviglia
____________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2010
Copyright 2010 Emily A. Caviglia
Object Description
| Title | Relational leadership: underrepresented student perspectives on diversity courses |
| Author | Caviglia, Emily A. |
| Author email | caviglia@usc.edu; ecaviglia2@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2010-04-15 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-08-12 |
| Advisor (committee chair) | Cole, Darnell |
| Advisor (committee member) |
Sundt, Melora Tobey, Patricia |
| Abstract | This study is a qualitative examination of the perspectives of Black and Latino students, traditionally underrepresented at predominately White institutions, in the environment of the mandatory diversity course at Western University. Students were qualitatively queried regarding their views on how diversity courses shape elements of relational leadership including (1) leadership as a process to enhance collective needs; (2) relational leaders comprehending individual and team dynamics; (3) relationship development; (4) consideration of the benefits of divergent thinking; (5) enhancement of collaboration through different perspectives, and (6) all members as equal collaborators (Kezar, Carducci & Contreras-McGavin, 2006).; Using the theoretical lens of Allport’s (1975) theory of inter-group interaction, Hurtado’s campus climate theory, and the concept of critical mass this study found underrepresented students reported increases in elements of relational leadership due to involvement in the diversity course. While diversity courses were found to be beneficial for relational leadership, negative classroom interactions such as tokenism, were detrimental to student learning and development. Further research on underrepresented student experiences in diversity classrooms should explore (1) how a multicultural curriculum shapes identity development for Black and Latino students; (2) how classroom interactions that can be unfavorable such as tokenism can be minimized; and (3) how bi or multi-racial students may be influenced in diversity courses based on visible or invisible intersections of identity. |
| Keyword | diversity courses; relational leadership; underrepresented students; diversity in higher education; curriculum |
| Geographic subject (country) | California |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3395 |
| Rights | Caviglia, Emily A. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Caviglia-3993 |
| Archival file | uscthesesreloadpub_Volume51/etd-Caviglia-3993.pdf |
Description
| Title | Page 1 |
| Full text | RELATIONAL LEADERSHIP: UNDERREPRESENTED STUDENT PERSPECTIVES ON DIVERSITY COURSES by Emily A. Caviglia ____________________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2010 Copyright 2010 Emily A. Caviglia |
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