Browsing by Author "McCain, Kate D."

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  • Integrating worthiness with leader identity development for college students
    Orsini, Jonathan; Sunderman, Hannah M.; McCain, Kate D. (Wiley, 2024-05-14)
    While leader identity development (LID) and meaning making are interwoven and essential for student development, little research has explicitly explored their intersection. In this article, we briefly summarize the work of two research projects that explored the intersection of LID and meaning making, including a review of the findings that "worthiness" is a central component of the LID process among college students. Next, we propose an Input-Process-Worthiness-Outcome model for LID that highlights the centrality of worthiness, conceptualizing inputs as developmental experiences; processes as meaning making, and outcomes as personal development. Finally, we close with a review of the scholarship behind the concept of worthiness and point out future research directions that require exploration regarding worthiness in LID, particularly among college students.
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    A turning point: utilizing responsive interviewing and graphing as meaning-making techniques to develop leader identity
    Orsini, Jonathan; McCain, Kate D.; Sunderman, Hannah M. (Emerald, 2024-04-19)
    Purpose: The purpose of the current innovative practice paper is to introduce a technique to explore leader identity development and meaning-making that builds on the narrative pedagogical tradition. In this paper, we recommend a process for combining turning-point graphing and responsive (semi-structured) interviews to co-explore leadership identity development and meaning-making with college students. Design/methodology/approach: The paper provides student feedback data on the effectiveness of the technique in improving understanding of leader identity and transforming meaning-making. Originality/value: We hope practitioners can utilize this approach to build leadership identity development and meaning-making capacity in college students.
  • ‘Under my wing’: exploring the connection between generativity and mentoring through storytelling
    Sunderman, Hannah M.; McCain, Kate D.; Hastings, Lindsay J. (Taylor & Francis, 2022-01-01)
    The purpose of the current study was to explore the connection between generativity and mentoring. Specifically, ten college students who mentor shared stories illustrating the link they perceived between mentoring and generativity. A cross-case analysis was utilized to explore the data and connect the developmental/environmental factors of leader identity (i.e. motivations to mentor) with generative themes (i.e. how participants mentored or were mentored). The cross-case analysis resulted in three overarching mentoring styles: Guide, Relator, and Friend. Findings from the current study have implications for leadership educators, mentoring programs, and college student development scholars.