Browsing by Author "Strayhorn, Terrell L."

Now showing 1 - 3 of 3
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    The Influence of Student Interactions on College Student Leader Change in Opinion: Differences by Frequency of Involvement
    Bennett, Belinda Renee (Virginia Tech, 2006-11-27)
    Leaders are generally viewed in a positive frame as having the ability to influence and motivate others (Tierney, 2005). They are frequently required to make choices in order to lead their organizations. Those choices are often influenced by the opinions of followers and public opinion in general (McIntosh, Cacciola, Clermont & Keniry, 2001). Understanding the opinion formation process, how leaders formulate opinions and how they make choices in leading their organizations is still at issue (Burns, 1978; Gardner, 1990). One of the goals of higher education is to create student leaders who are contributing members of society and who are able to generate informed opinions. The purpose of this study was to explore the influence of student-student interactions on change of opinion among student leaders (SLs) and non-student leaders (NSLs). This study compared differences between student leaders and non-student leaders, and sought to examine which types of discussions with students different from oneself, best predict change in opinion. Data from the 2004 College Student Experience Questionnaire (CSEQ) (Pace, 1984) were used in the study. The CSEQ asks respondents about their involvement with leadership experiences and the degree to which they have influenced others' opinions and been influenced by others' opinions. Participants also report how often they have become acquainted with or had discussions with other students who are different from themselves based on several characteristics. These characteristics referred to individuals who had different interests, philosophies of life or personal values, political opinions, religious beliefs, race or ethnic backgrounds, family backgrounds or were from different countries. Data were analyzed via logistic regression and t-tests. Findings revealed that discussions with other students who are different from oneself in regards to political values and country of origin lead to higher levels of opinion change. Opinion change, then, is influenced by specific types of discussions, and these discussions have an even greater influence on SLs than NSLs. In addition, highly involved SLs engage in discussions with others different from oneself significantly more often than less involved SLs for each of the seven types of discussions.
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    The nature of student affairs work at historically black colleges and universities
    Hirt, Joan B.; Strayhorn, Terrell L.; Amelink, Catherine T.; Bennett, Belinda R. (Johns Hopkins University Press, 2006)
    This qualitative study examined the nature of work for 70 administrators (67% female, 33 male) who provide services to students at historically Black colleges and universities. Data were collected by administering the National Professional Life Survey (NPLS) that asked respondents about their work, relationships with others on campus, and the rewards they valued in their work. Survey data were supplemented through in-depth one-on-one and group interviews. The nature of work was defined by three dimensions: pace of work, how work gets done, and work environment. Key findings reveal that work for these professionals is challenging, highly stressful, and that enacting change on campus takes time. Perhaps most interesting, there is a fairly entrenched sense of racial uplift among HBCU administrators. The opportunity to encourage success among Black students was considered both a privilege and a reward.
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    Socialization to Research: A Qualitative Exploration of the Role of Collaborative Research Experiences in Preparing Doctoral Students for Faculty Careers in Education and Engineering
    Saddler, Tonya N. (Virginia Tech, 2008-04-23)
    One challenge facing graduate education is the preparation of future faculty members across disciplines to assume faculty positions (Wulff & Austin, 2004). This qualitative study explored the socialization process of doctoral students in education and engineering fields committed to a career as a faculty member. Specifically, this study attempted to understand what knowledge, skills, and understandings (Weidman, Twale, & Stein, 2001; Van Maanen & Shein, 1979) are acquired during the research collaborations some doctoral students have with their faculty mentors and how this relationship prepared doctoral students for a future as a faculty member. Core elements of the Graduate and Professional Student Socialization model (acquisition of knowledge and skills, investment, and involvement) were used to explore doctoral student socialization (Weidman et al.). Semi-structured telephone interviews were conducted with forty doctoral students (20 education, 20 engineering) from four predominately White research institutions (PWRIs). Five themes emerged from the data regarding the role research collaboration played in socializing doctoral students in education and engineering to faculty careers. First, the research collaborative process with mentors aided doctoral students in learning how to communicate research to different audiences, the realities of research, how to conduct problem solving research, and the competitive nature of research. Second, participants identified learning about the complexity of a faculty role, particularly responsibilities that extend beyond teaching and research for faculty members. Third, doctoral students reported learning about the requirements of the tenure process. There were ways the collaborative experience positively or negatively contributed to an interest in a faculty role. Positive factors included enjoyment of research and the perceived autonomy and flexibility of research. Negative factors included the perceived low priority given to teaching and the demands placed on faculty members. Participants reported varying levels of commitment to the research collaborative relationship depending on whether they had competing interests. Exposure to the research collaborative process with a faculty mentor allowed doctoral students to conceptualize the entire research process from beginning to dissemination and to get an intimate idea of the realities of faculty life. Implications for practice, research, and theory are outlined.