Table Of Content

PSYCHOLOGICALTYPEANDLEADERSHIPCHARACTERISTICS OFWOMENSTUDENTLEADERS By TRACEYELIZABETHREEVES ADISSERTATIONPRESENTEDTOTHEGRADUATESCHOOL OFTHEUNIVERSITYOFFLORIDAINPARTIALFULFILLMENT OFTHEREQUIREMENTSFORTHEDEGREEOF DOCTOROFPHILOSOPHY UNIVERSITYOFFLORIDA ->'"x>»reN;;. 2001 Copyright2001 TraceyElizabethReeves >*>T*i Igiwvoeunlmdeliuknectoonddietdiiocnaatleltohvisewaonrdksutpopmorytpianrealnltso,fMmaycenadnedavBoertst.yReeves,whohavealways ACKNOWLEDGMENTS Manyindividualswereinstrumentalinthecompletionofthisundertakingandare deservingofspecialrecognition. SincereappreciationisextendedtoDr.MaryF.Howard-Hamilton,chairofmy committee,forherguidanceandpatienceduringthewritingofthisdissertation.Shewas instrumentalinhelpinggeneratearesearchtopicandincritiquingmyworkthroughout theprocess.Gratitudeisalsoextendedtomycommitteemembers.Dr.PhyllisMeek,Dr. JamesPitts,andDr.ArtSandeen,whohelpedandguidedmethroughthisprocess. Aspecialthankyouisgiventomysupervisorsovertheyears,JimGrimm,Norb Dunkel,andLisaDiekow,aswellasmycolleagues,fortheirsupportwhileIworkedon thisproject.IamgratefultothestaffintheMurphreeArea,especiallytheResidence Directors,JaniceGerweck,RobertoCarrero,andScottFrancis,fortheirpatienceand understanding. SpecialacknowledgmentisduetoJenniferFordandLisaWertzfortheir assistanceduringdatacollectionandtoScottBumsforprovidingstatisticalskills. Thanksareextendedtothemanywomenstudentleaderswhotookthetimeto completetheinstrumentsforthisstudy.Ihavelearnedfromallthem. MyheartfeltthanksaregiventomybrotherWinReevesandhisfamily:Kathy, andTori,mysisterDebbieMcElveyandherfamily:Mac,Leslie,andMicheil,butmost ofalltomyparents,MacandBettyReeves,whothroughtheirloveandnurturancehave mademethepersonIam. TABLEOFCONTENTS ACKNOWLEDGMENTS >v LISTOFTABLES viii ABSTRACT « CHAPTERS IINTRODUCTION 1 Overview 1 TheoreticalFramework 3 StatementoftheProblem 5 NeedfortheStudy 6 PurposeoftheStudy 9 RationaleforApproachtotheStudy 9 RDeefsmeiatricohnQsuoefstTieornmss 1H0 OverviewfortheStudy 14 IIREVIEWOFTHERELATEDLITERATURE 15 LeadershipTheories 15 Women'sLeadership 22 ResearchonTypeandLeadership 28 Myers-BriggsTypeIndicator 30 StudentLeadershipPracticesInventory 34 Summary 36 IIIMETHODOLOGY 39 Overview 39 Population 39 SamplingProcedures 40 ResearchProcedures 41 Hypotheses 42 ResearchQuestions 42 AssessmentInstruments ^"^ DemographicInventory Myers-BriggsTypeIndicator '*3 ResSetaurdcehntDeLseiagdnerasnhdipDaPtraactAincaelsysIinsventory 4456 Limitations 48 Summary 49 IVRESULTS 50 Hypotheses 5" ResearchQuestions 5' ResultsandAnalysis 51 DemographicInformation 51 HypothesisOne 53 HypothesisTwo 55 HypothesisThree 56 HypothesisFour 56 ResearchQuestionOne 57 ResearchQuestionTwo 5^9 Summary VDISCUSSION 61 Limitations 61 Summary 62 Hypotheses 62 ResearchQuestions 62 PsychologicalTypeandLeadershipPractices 62 TypeofLeadershipExperience 63 GenderCompositionofOrganizationalMembership 63 LengthofLeadershipExperience 63 Conclusions 63 Implications 67 Recommendations 71 APPENDICES AAPPROVALOFPROTOCOLFROMTHEUNTVERSITYOFFLORIDA INSTITUTIONALREVIEWBOARD 73 BCONTACTLETTERFORPARTICIPATION 75 CINFORMEDCONSENTFORM 76 DDEMOGRAPHICINVENTORY 77 ELETTEROFPERMISSIONTOUSETHEMYERS-BRIGGSTYPE INDICATOR "^8 FSAMPLEQUESTIONSFROMTHEMYERS-BRIGGSTYPEINDICATOR.... 81 GLETTEROFPERMISSIONTOUSETHESTUDENTLEADERSHIP PRACTICESINVENTORY 84 HQUESTIONSFROMTHESTUDENTLEADERSHIPPRACTICES INVENTORY 86 REFERENCES 89 BIOGRAPHICALSKETCH 102 . LISTOFTABLES Table 1. Age-WomenStudentLeaders 51 2. Racial/EthnicBackground-WomenStudentLeaders 52 3. CurrentCollegeClassification-WomenStudentLeaders 52 4. TypeofLeadershipPosition-WomenStudentLeaders 53 5 GenderCompositionofOrganizationalMembership-WomenStudent Leaders 53 6. PearsonCorrelationsofPsychologicalTypeandLeadershipPractices 54 7. EffectsofPsychologicalTypeonLeadershipPractices(ANOVA) 54 8. Chi-SquareValuesfromLogisticRegressionAnalysisforTypeofLeadership Position-Employee 55 9. PearsonCorrelationsofGenderCompositionofOrganizational Membership 56 10.PearsonCorrelationsofLengthofLeadershipExperience 57 11.PsychologicalTypesofWomenStudentLeadersandSampledPopulationof WomenCollegeStudents 58 12.MeansofLeadershipPracticesforWomenStudentLeadersandSampled PopulationofWomenStudentLeaders 59 AbstractofDissertationPresentedtotheGraduateSchool oftheUniversityofFloridainPartialFulfillmentofthe RequirementsfortheDegreeofDoctorofPhilosophy PSYCHOLOGICALTYPEANDLEADERSHIPPRACTICES OFWOMENSTUDENTLEADERS By TraceyElizabethReeves August2001 Chair:MaryF.Howard-Hamilton MajorDepartment:EducationalLeadership,Policy,andFoundations Thepurposeofthisstudywastoassesstherelationshipbetweenself-perceptions ofpsychologicaltypeandempoweringleadershippracticesofwomenstudentleaders. Whiletherehasbeenmuchresearchonwomen'seffectivenessasleaders,onlyinthelast decadehasthefocusturnedtothedevelopmentoftransformationalleadership. Participantsinthisstudywere200womenstudentleadersatamajorpublic researchuniversity.TheMyers-BriggsTypeIndicator,FormM(MBTI),wasusedto studypsychologicaltypesanddynamics.TheStudentLeadershipPracticesInventory (StudentLPI)wasusedtomeasuretheempoweringleadershippracticesof"challenging theprocess,""inspiringasharedvision,""enablingotherstoact,""modelingtheway," and"encouragingtheheart."Ademographicinventorysolicitedadditionalinformation includingtypeofleadershipposition,gendercompositionoforganizationalmembership, andlengthofleadershipexperience.Datawereanalyzedusingdescriptivestatistics & (means,standarddeviations,frequencies,andpercentages),correlation,analysisof variance(ANOVA),andlogisticregression. Theresultsrevealedsignificantstatisticalsupportforarelationshipbetween psychologicaltypeandleadershippractices.Relationshipswerealsodemonstrated betweenleadershippracticesandtypeofleadershipexperience,gendercon^ositionof organizationalmembership,andlengthofleadershipexperience. ThemostcommonpsychologicaltypesinthesamplewereENFP(20%)and ENFJ(18.5%).Similaritieswerefoundincomparingthemeansforthesampleoneach oftheleadershippracticessubscaleswithsamplepopulationsfrompreviousresearch. "Challengingtheprocess"isconsistentlythelowestsubscale,while"encouragingthe heart"and"enablingotherstoact"wereconsistentlythestrongestpractices. Recommendationsforfutureresearchincludesconcentratingonwomenstudent leadersatdifferenttypesofhighereducationinstitutions,theinteractionofgenderand race/disabilities/religion/sexualorientation,womenleadersinpredominatelymale organizations,"whole"four-lettertype,followers'perceptionsofempoweringleadership, andreasonsbehindthelowratingfor"challengingtheprocess." s;;'-«-v