Hispanic/Latino College

Student Involvement in

Student Organization

Leadership Roles

Barry McKinney, Ed.D.Prepárate™:

Educating Latinos for the Future of

America Conference

March 10, 2011

barry.mckinney@utsa.edu

OUTCOMES

Participants will learn the outcomes of

the dissertation study.

Participants will learn which attributes

studied had a positive relationship with

the number of leadership roles held.

Participants will leave with suggestions

to implement on campus.

Participants will share and brainstorm

some activities/programs.

PICTURE YOURSELF

Think About A Recent Picture of

Yourself…

What did that photo say about you?

What story did it tell?

Pictures of students on our campuses.

What is their story?

We need more stories to be told.

Faces of Hispanic Involvement

Statement of the Problem

Increased Hispanic Enrollment &

Involvement

Limited Information Available

About Population

Less Known About Involvement

Need More Information About

Group To Serve Better

Purpose of the Study

Examined the Involvement of Hispanic College Students in Leadership Roles

Relationship Between Leadership Roles and the Characteristics of:

Peer Influence

Self-Confidence

Self-Efficacy

Role Model Influence & Support

Extraversion

Gender

Significance of the Study

Provided insight into Hispanic student

involvement in student organization

leadership roles.

Identified attributes with a relationship

to the number of positions a student

holds.

Significance of the Study

Assisted Student Affairs Professionals

with Student Organizations &

Leadership Development.

Assisted Student Affairs Professionals

in Understanding Hispanic Students.

Increased Information About The

Population

Leadership

Characteristics Associated With Student

Leadership (Lloyd, 2006)

Peer Influence

Self-Confidence

Self-Efficacy

Role Model Influence & Support

Extraversion

Gender

Person In An Organization Who Holds A

Title & Influences The Group Toward A

Common Goal For At Least Four Months.

Data Collection

Lloyd Leadership Instrument (Lloyd, 2006)

Distributed to students at UTSA, Texas

A&M-Kingsville, and Texas A&M-Corpus

Christi

Distributed at the South Texas Leadership

Conference with students from TAMUK,

TAMUCC and UT-Pan Am

297 valid instruments were compiled

Analysis of Scales

Chronbach’s Alpha For All Scales

Self-Efficacy=.85

Extroversion=.88

Peer Influence=.85

Role Model Influence &Support=.83

Self-Confidence=.89

All Scales Were Reliable!

Descriptive Statistics

45.1% Female

54.5% Male

Descriptive Statistics

Leadership Positions Held

N=288

Range: 0-18 Positions

3.34 M 2.53 SD

Descriptive Statistics

Grade Point Average

N=273

Range: 2.00-4.00

3.04 M 0.49 SD

Descriptive Statistics

Semesters Enrolled

N=284

Range: 0-25 Semesters

5.71 M 3.27 SD

Research Question #1

What is the relationship between peer influence, self confidence,

self-efficacy, role model influence and support, extraversion, and

gender on the number of leadership positions held by Hispanic college students?

Research Question #1

Standard Multiple Regression

Procedure

Data Showed An Issue With

Multicollinearity.

Research Question #1

Stepwise Multiple Regression

Procedure

r Was Severely Limited.

Confounded Effects of

Independent Variables.

Prediction Equations Unstable.

Research Question #1

Unable To Show Predictability

We cannot say how the variables

together contribute to the number of

leadership positions held as a result.

Research Question #2

How does each of the independent

variables (peer influence, self-

confidence, self-efficacy, role model

influence and support, extraversion,

and gender) contribute to the number

of leadership positions held by

Hispanic College Students?

Null Hypothesis01

There is no statistically significant

relationship between peer

influence and the number of

leadership positions held by

Hispanic college students.

Null Hypothesis01

Peer Influence and Number of Leadership

Positions

r = .151

p = .013

Relationship Is Significant At The .05

Level.

Null Hypothesis02

There is no statistically significant

relationship between self-

confidence and the number of

leadership positions held by

Hispanic college students.

Null Hypothesis02

Self-Confidence and Number of

Leadership Positions

r = .157

p = .009

Relationship Is Significant At The .01

Level.

Null Hypothesis03

There is no statistically significant

relationship between self-efficacy

and the number of leadership

positions held by Hispanic college

students.

Null Hypothesis03

Self-Efficacy and Number of

Leadership Positions

r = .202

p = .001

Relationship Is Significant At The .01

Level.

Null Hypothesis04

There is no statistically significant

relationship between role model

influence and support and the

number of leadership positions

held by Hispanic college students.

Null Hypothesis04

Role Model Influence & Support and

Number of Leadership Positions

r = .057

p = .344

Relationship Is Not Significant.

Null Hypothesis05

There is no statistically significant

relationship between extraversion

and the number of leadership

positions held by Hispanic college

students.

Null Hypothesis05

Extraversion and

Number of Leadership Positions

r = .121

p = .048

Relationship Is Significant At The .05

Level.

Null Hypothesis06

There is no statistically significant

relationship between gender and

the number of leadership positions

held by Hispanic college students.

Null Hypothesis06

Gender and

Number of Leadership Positions

(Nonparametric Correlation)

r = -.031

p = .599

Relationship Is Not Significant.

Research Question #2

Yes, There Is A Statistically

Significant Relationship Between

Peer Influence, Self-Confidence,

Self-Efficacy, and Extraversion and

the Number of Leadership Positions

Held By Hispanic College Students. As

such, there may be a contribution to the

number of leadership positions held.

Research Question #2

No, There Is Not A Statistically

Significant Relationship Between

Role Model Influence and Support

and Gender and the Number of

Leadership Positions Held By

Hispanic College Students. As

such, there may not be a contribution to

the number of leadership positions held

Conclusions

In General, Peers Play An Important Role In Number of Leadership Roles.

Supports Literature Which Identified Hispanic Student Benefit From Peer Interactions (Norton, 2008;

Hernandez, 2000)

Conclusions

There Is A Relationship Between Self-

Confidence Level & Positions Held.

Supports Literature Which Indicated

That Confidence Was Good For

Leadership (Humphrey, 2002; Ouellette, 1998).

Encompassed Leadership Skills From

Emotional Intelligence. (Nelson & Low, 2003).

Conclusions

There Is A Relationship Between

Self-Efficacy & Positions Held.

More Positions Hispanics Hold,

The More They Will Seek Out (Fertman &

Long, 1990; Silva 2007)

Conclusions

The study showed there was no

relationship between role model

influence and support and number

of positions held.

Contradicts the literature (Buford, 2001;

Gamboa & Vasquez, 2006; Ortiz, 2004; Hernandez, 2000).

Conclusions

The study showed Extraversion

was statistically significant to the

number of positions held.

All Participants in Shertzer & Shuh

Study Self-Identified As

Extraverted (2004).

Conclusions

Gender Was Not Statistically

Significant to the Number of

Positions Held.

Literature Indicated Differences (Lloyd, 2006; Dugan, Komives, & Segar, 2008).

Recommendations

Admissions Professionals Should

Encourage Involvement In High

School Clubs & Organizations.

Admissions Can Use Hispanic

Students To Help Recruit Other

Hispanic Students.

Recommendations

During Orientation, Help Your

Community, Not Get Involved.

Programs That Help Skills In

Decision Making Such As Case-

Studies or Role-Playing.

Recommendations

Hispanic Students Gathering

During First Two Weeks Of School.

Programs That Provide Mingling

Opportunities To Socialize.

Recommendations

Involvement of Hispanic Students

on University Committees.

Workshops That Have A Social

Element.

Recommendations

Public-Speaking & Interpersonal

Skills Programs with Positive Self-

Talk.

Spotlight Successful Hispanic

Students.

Recommendations

Help Students Gain A Greater

Social Awareness To Impact

Emotional Intelligence.

Involve A Family Member In

Programs Where Possible.

Recommendations For Further

Study

Qualitative Studies On Hispanic

Involvement.

Other Ethnic Groups With Regard

To The Attributes In this Study.

Hispanics In Leadership Roles At

Non-Hispanic Institutions.

Recommendations For Further

Study

Hispanic Involvement In

Community Leadership Roles.

Leadership Roles & Length of Time

In Organization.

Language Differences Impact On

Leadership.

IDEAS-BRAINSTORMS-

SHARING

Get with a partner to brainstorm and

share an idea you have related to this

data.

How might you apply this data and/or

information to your campus?

“The education Latino

students receive today

is crucial in determining

what positions they will

hold tomorrow.”(Gohn & Albin, 2006, p. 340)

Faces of Hispanic Involvement

REFERENCES

Buford, C. G. (2001). Definitions of leadership by college students: An exploratory

and descriptive study of the Chicano/Latino experience. Ph.D. dissertation,

University of California, Santa Barbara, United States -- California. Retrieved

November 16, 2008, from Dissertations & Theses: Full Text database.

(Publication No. AAT 3035349).

Dugan, J. Komives, S., & Segar, T. (2008). College student capacity for socially

responsible leadership: Understanding norms and influences of race, gender,

and sexual orientation. NASPA Journal 45 (4), pp. 475-500.

Fertman, M. & Long, J. (1990). All students are leaders. School Counselor, 37 (5),

391-397.

Gohn, L. & Albin, G. (2006). Understanding college student subpopulations.

Washington, D.C.:NASPA.

Hernandez, J. (2000). Understanding the retention of Latino college students. The

Journal of College Student Development 41 (6), 575-588.

Humphrey, K. (2002). On the soul of leadership. In Porter, Barnes, & Denney (Eds.)

Let your leadership speak: How to lead and be heard (pp. 53-61). Paxton:

The Future is Yours To Create! Company.

REFERENCES

Lloyd, Jan M. (2006). Predicating leadership: Characteristics associated with student

leadership. Unpublished doctoral dissertation, The University of Georgia,

Athens.

Nelson, D. & Low, G. (2003). Emotional intelligence: Achieving academic and career

excellence. Upper Saddle River: Pearson Education.

Norton, G. (2008). Modeling student success at a Hispanic-serving institution: A l

ocal approach. Unpublished doctoral dissertation, The University of Texas at

San Antonio, San Antonio.

Ouellette, M. (1998). Characteristics, experiences, and behaviour of university

student leaders. Ph.D. dissertation, University of Alberta (Canada), Canada.

Retrieved November 16, 2008, from Dissertations & Theses: Full Text

database. (Publication No. AAT NQ29087).

Ortiz, A. (2004). Promoting the success of Latino student: A call to action. In Ortiz, A.

(Ed.) Addressing the unique needs of Latino American students (pp.89-97).

New Directions for Student Services, No. 105. San Francisco: Jossey-Bass.

Shertzer, J. & Schuh, J. (2004). College student perceptions of leadership:

Empowering and constraining beliefs. Journal of College Student

Development, 42 (1), 111-131.

.

REFERENCES

Silva, R. (2007). The career development of successful Hispanic administrators in

higher education: A delphi study. Unpublished doctoral dissertation, Texas A&M

University, College Station.

Hispanic/Latino College

Student Involvement in

Student Organization

Leadership Roles

Barry McKinney, Ed.D.

2010 NACA National

Convention

February 14, 2010

barry.mckinney@utsa.edu

Hispanic/Latino College

Student Involvement in

Student Organization

Leadership Roles

Barry McKinney, Ed.D.Prepárate™:

Educating Latinos for the Future of

America Conference

March 10, 2011

barry.mckinney@utsa.edu