Leadership and Adolescents

not available. Kuhn, P. & Weinberger, C. (2005). Leadership skills and wages. Journal of Labor Economics, 23(3), 395-436. Controlling for cognitive skills, we find that men who occupied leadership positions in high school earn more as adults. The pure leadership-wage effect varies, depending on definitions and time period, from 4% to 33%. This effect is not an artifact of measurement error in cognitive skills or differences in a wide array of other physical or psychological traits. High school leaders are more likely to occupy managerial occupations as adults, and leadership skills command a higher wage premium within managerial occupations than elsewhere. Finally, it appears that leadership skills may be fostered by exposure to high school leadership opportunities. – Abstract from author http://search.ebscohost.com/login.aspx?direct=true&db=bch&AN=18039292&site=ehost-live Loh, G. & Chang, A.S.C. (1996). Political leadership qualities of bright adolescents and their willingness to lead. Retrieved January 29, 2007 from http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/11/28/4b.pdf This paper discusses the results of a study that investigated whether there are any significant differences in political leadership potential and willingness to lead among three groups of Singapore students from the Gifted Education Program (GEP) (n=86), the best Express Stream class (n=74), and the weakest Express Stream class (n=61). Data were collected through the use of a self-constructed questionnaire that measured potential for leadership, willingness to lead, expectations of national leaders, influence of parents, and influence of school. The findings of the study show that there were no significant differences in willingness to lead when the respondents were compared by educational stream or by sex. However, in terms of leadership potential, a significant difference was found to exist between males and females, with females showing a lead over the males. In conclusion, there was no significant difference between the streams, showing that the GEP students did not have higher leadership potential than their Express Stream counterparts. – Abstract from ERIC Martinek, T., Schilling, T. & Hellison, D. (2006). The development of compassionate and caring eladership among adolescents. Physical Education and Sport Pedagogy, 11(2), 141157. [Obtain through interlibrary loan) Fostering the innate need to lead, teach and care for others is fundamental to creating a just and moral society. The nurturing begins early in life and becomes especially vital during the adolescent years, when peer pressure and the need to belong are heightened. Unfortunately, many youths believe leadership is associated with being good-looking, athletic, wealthy or smart. Leadership development is viewed differently, as an inclusive process where everyone can be a leader. – Abstract from author McCullough, M., Ashbridge, D. & Pegg, R. (1994). The effect of self-esteem, family structure locus of control, and career goals on adolescent leadership behavior. Adolescence, 29(115), 605-611. [Obtain through interlibrary loan] Since leadership in formal and informal high school activities is one possible indicator of positive social adjustment among adolescents, it is worthwhile to better understand why certain adolescents become leaders and others do not. This study was designed to investigate the relationship between leadership behavior (dependent variable) and self-esteem, locus of control, family structure, and career goals. The participants were divided into a leadership group (n = 79) and a nonleadership (comparison) group (n = 124). Adolescents in the leadership group tended to be higher in internal locus of control, to live in a two-parent family structure, and to have more prestigious career goals. There was no significant difference between the two groups in level of self-esteem, although those in the leadership group with higher self-esteem also tended to have higher career goals. – Abstract from PubMed Moran, M.M. & Weiss, M.R. (2006). Peer leadership in sport: Links with friendship, peer acceptance, psychological characteristics, and athletic ability. Journal of Applied Sport Psychology, 18(2), 97-113. (Obtain through interlibrary loan) Knowledge Brief prepared by the Library February 2, 2007 The purpose of this study was to replicate and extend the work of Glenn and Horn (1993) by examining relationships between peer leadership in sport and social, psychological, and ability characteristics. The sample consisted of 71 female and 67 male high-school soccer players and their coaches. Players completed questionnaires measuring social (peer acceptance and friendship quality) and psychological (perceived competence, instrumentality, and expressiveness) variables, and leadership behavior for self and teammates. Coaches assessed each player on leadership behavior and soccer ability. For female athletes, all psychosocial variables were predictive of self-ratings of leadership, while coach and teammate ratings were related to ability only. For male athletes, all psychosocial variables and ability were related to selfratings and teammate ratings of peer leadership, while coaches' ratings were related primarily to ability. These results are discussed with regard to social exchange theory and commonalities among peer relationship variables (acceptance, friendship, leadership). – Abstract from vendor Oria, J., Cureton, V.Y. & Canham, D. (2001). Evaluation of the effectiveness of a youth leadership class in the prevention of depression in adolescents. Journal of School Nursing, 17(4), 204-209. [Obtain through interlibrary loan] Depression in adolescence is a common and potentially life-threatening health problem. The purpose of this study was to evaluate the effects of prevention strategies on decreasing the rate of depression in adolescents. A class addressing specific skills identified as having an impact on adolescent depression was taught to youth participating in the program. The nonequivalent control group design was used. The sample consisted of 7thand 8th-grade students in either the Youth Leadership class or a computer class of a California middle school. The Childhood Depression Inventory was the instrument used. Nine control group subjects and 11 experimental group subjects completed both the pretest and the posttest. The analysis of the data revealed no statistically significant differences between the control and experimental groups. This study should be repeated with larger sample sizes and with greater attention to the timing of pretests and posttests. – Abstract from PubMed Powell, J. & Rhyne, L. (2006). In Focus/developing young leaders: Program helps teens tap leadership capacity. Leadership in Action, 26(3), 16-18. The Rotary Youth Leadership Program (RYLP) has been sponsored by CCL for over 20 years. For rising juniors and seniors, it includes insight-based learning through assessments, knowledge-based learning via models and discussions, and activity-based learning via experiential exercises. – Abstract from Staff Pubs Database http://intranet01.ccl.org/iwae/iwae.exe/documents.datastore/download/1158725818/fileattachmen t/LiA%2026-3%20final%20proofs.pdf Provencher, M.P. (2006). Never too young to lead: Developing leadership in young adolescents. Winona, MN: ST. Mary’s Press. Never Too Young to Lead offers faith communities resources and strategies to develop leadership qualities and skills in young adolescents. – Abstract from press Ricketts, J.C. & Rudd, R.D. (2002). A comprehensive leadership education model to train, teach, and develop leadership in youth. Journal of Career and Technical Education, 19(1). Retrieved January 22, 2007 from http://scholar.lib.vt.edu/ejournals/JCTE/v19n1/ricketts.html The authors conducted a meta-analysis of the youth leadership development literature and were able to construct a conceptual model for teaching, training, and developing leadership in youth. After citing the need for leadership education, and the lack of information regarding leadership development for young people in career and technical education, the model is described in detail and proposed as a curriculum framework for teaching leadership to all students. The model consists of five dimensions and three stages of development. The five dimensions of the conceptual model are: (1) Leadership Knowledge and Information, (2) Leadership Attitude, Will, and Desire, (3) Decision Making, Reasoning, and Critical Thinking, (4) Oral and Written Communication Skills, and (5) Intra and Interpersonal Relations. The recommendation is made to allow the model to serve as the first step in developing a curriculum designed to teach leadership to youth in a formal setting. – Abstract from author Knowledge Brief prepared by the Library February 2, 2007 Schneider, B., Ehrhart, K.H., & Ehrhart, M.G. (2002). Understanding high school student leaders II. Peer nominations of leaders and their correlates. Leadership Quarterly, 13(3), 275-299. (On library shelf) Part II. Presents a trait theory approach to the prediction of peer nominations of adolescent leaders in high school. Confirmation of earlier results using teacher ratings of the adolescents; Predictors of leader nominations by peers in contrast to the predictors of peer nominations of popularity and friendship. – Abstract from EBSCO Schneider, B., Paul, M.C., White, S.S. & Holcombe, K.M. (1999). Understanding high school student leaders, I: Predicting teacher ratings of leader behavior. Leadership Quarterly, 10(4), 609-636. We describe the first stage of a longitudinal research program concerned with the prediction, understanding, and durability of early displays of leadership behavior. The predictability of teachers' ratings of leadership behavior for 242 high school students was explored with respect to predictors from the following construct domains: personality, interests, motivation, behavior, selfrated skills, and academic ability. Results revealed that variables from each construct domain significantly and consistently predicted leadership ratings for as long as 12 months after the collection of the predictor data. In addition, the linear combination of predictors from different domains yielded strong prediction of leadership, with R[sup 2]s in the .40 range. Evidence also showed that both academic ability and the other measured constructs contributed unique variance to the prediction of leadership behaviors as reported by the teachers. These exploratory findings are discussed in light of a continuing research program designed to develop a more comprehensive understanding of the origin, development, and emergence of adult leadership behavior. – Abstract from author http://search.ebscohost.com/login.aspx?direct=true&db=bch&AN=2690945&site=ehost-live Singer, M. (1990). Cognitive correlates of adolescents' aspirations to leadership: A developmental study. Journal of Adolescence, 13(2), 143-155. [Obtain through interlibrary loan] Examined age and gender differences in leadership aspirations among adolescents (N=130) by measuring overall leadership aspirations, valence-instrumentality expectancies for leadership outcomes, self-efficacy perceptions, and attributions of effective leadership. Found significant gender differences in valence scores and age differences in self-efficacy and attribution measures. Discusses results in context of valence and self-efficacy models. – Abstract from author Stephan, C.M. (2005). Choosing a leader: Measurement of adolescent perceptions of leadership. Unpublished master’s thesis, University of Rhode Island, Kingston. Van Linden, J.A. & Fertman, C.I. (1998). Youth leadership: A guide to understanding leadership development in adolescents. San Francisco: Youth leadership: A guide to understanding leadership. Based on fifteen years of work with teens and the adults in their lives, Youth Leadership identifies the three major stages of adolescent leadership development. It outlines practical, tactics for developing leadership skills through experiences at home, school, community, and work, and?most importantly?a shows how adults in these settings can have a positive impact. Josephine van Linden and Carl Fertman provide flexible strategies that can be used with adolescents in any program and in varied settings, and offer diagrams, tables, and charts to clarify recommAndations and processes. From teachers and principals to directors of community programs and religious institutions, anyone interested in developing leadership in young people will find Youth Leadership to be a rich source of information and guidance, and an invaluable tool for nurturing the citizens and leaders of tomorrow. – Abstract from vendor Knowledge Brief prepared by the Library February 2, 2007 Wilson, F., Marlino, D., Kickul, J. (2004). Our entrepreneurial future: Examining the diverse attitudes and motivations of teens across gender and ethnic identity. Journal of Developmental Entrepreneurship, 9(3), 177-197. An analysis was undertaken of the career motivators and perceived leadership skills of 1971 teens reporting high levels of interest in becoming entrepreneurs. Data were drawn from a national study of the career interests of adolescents. Results indicate significant variations across both gender and self-reported race/ethnicity. Overall, interest in entrepreneurship as a career was lower among girls than boys. When analyzed by race/ethnicity, it was found that both AfricanAmerican and Hispanic girls were more likely to be interested in entrepreneurship than White/Caucasian girls. In addition, girls interested in entrepreneurship were more likely to be motivated in their career choices by social and relational factors, whereas boys interested in entrepreneurship were more motivated by autonomy. Financial gain was a strong motivator for boys in general, and for girls of color. When self-perceptions of leadership skills were examined, it was found that in general, girls rated themselves higher then did boys, with the exception of perceived ability to manage money. The importance or recognizing these different motivations and skills in designing effective educational and outreach programs for future entrepreneurs is discussed. – Abstract from author http://search.ebscohost.com/login.aspx?direct=true&db=bch&AN=16003794&site=ehost-live Yip, J., Liu, J. & Nadel, A. (2006). A question of leadership: Is there a difference between youth leaders and adult leaders, and if so, should leadership development for youths differ from that for adults? Leadership in Action, 26(3), 12-13. Discusses leadership development for youth. Empahsis on using community service as a vehicle for youth leadership development. Also discusses the need for skills to bridge intercultural boundaries in an increasingly globalized society. – Abstract from Staff Pubs Database http://intranet01.ccl.org/iwae/iwae.exe/documents.datastore/download/1158725818/fileattachmen t/LiA%2026-3%20final%20proofs.pdf Yu, H.C. & Lewis-Charp, H. (2006) Civic minded: Programs for youths focus on community. Leadership in Action, 26(3), 7-10. Until recently, most of the efforts to develop leadership in young people have focused on improving individual abilities, such as decision making, goal setting, problem solving, and interpersonal skills. Promoting these leadership skills is important, but it is becoming increasingly recognized that youths want to contribute to and make a difference in their communities. Consequently, a number of contemporary youth leadership development programs have embraced a community focus, believing that young people's involvement in their communities helps them build leadership skills. Have such programs been successful? – Abstract from Staff Pubs Database http://intranet01.ccl.org/iwae/iwae.exe/documents.datastore/download/1158725818/fileattachmen t/LiA%2026-3%20final%20proofs.pdf Zacharatos, A., Barling, J. & Kelloway, E. K. (2000). Development and effects of transformational leadership in adolescents. Leadership Quarterly, 11(2), 211-226. We developed and tested a model in which adolescents who perceive their parents exhibiting transformational leadership behaviors would themselves display these behaviors. In turn, adolescents who used transformational leadership behaviors in a team context (as rated by themselves, their peers, and their coach) would be rated as more effective, satisfying, and effortevoking leaders by their peers and coaches. Participants were 112 high school students (mean age = 15.2 years) who were members of 11 sports teams, and their team coaches. Controlling for the effects of adolescents' skills, results obtained using structural equation modeling supported the predicted model. Conceptual and empirical issues regarding the development and effects of transformational leadership in adolescents are discussed. – Abstract from author http://search.ebscohost.com/login.aspx?direct=true&db=bch&AN=3474690&site=ehost-live Knowledge Brief prepared by the Library February 2, 2007