Abstract
Since their inception colleges and universities have taken on the role of developing their students as leaders and good citizens, through their leadership programming. However, the theoretical frameworks utilized within these programs have excluded groups that have been traditionally marginalized, especially African American women. Thus far, few if any theories or programs deal with the descriptors of leadership for African American women or include their perspective. Moreover, historically Black women have experienced the dehumanization of their character through concepts not created or voiced by them as illustrated through the current villainization of First Lady Michelle Obama as being an angry Black woman. Some Scholars believed that these stereotypes were formed during slavery and were used to justify the treatment of African American women. Due to these concepts and the fact that the vast majority of leadership theories are based upon male characteristics there is a need to understand how this group of young women develops as leaders.
This investigation utilized a qualitative approach in an effort to understand how African American women develop as leaders and the university’s responsibility to them. In addition, the study focused upon young women who were members of Black Greek Letter Organizations to gain their perspective on their development as leaders and the programs offered by the university. The study also included the voices of Student Life practitioners who provided their point of view regarding institution’s offerings. The study also infused the following theoretical models to guide its approach: Astin’s Theory of Leadership Involvement, Black Feminist Thought, and Critical Race Theory. The findings for this investigation revealed that African American women develop as leaders by being involved and gaining leadership opportunities.
The outcomes also displayed that their membership in Black Greek Letter organizations assisted in growing their confidence and maturity.
","abstract_html":"<p>Abstract</p><p>Since their inception colleges and universities have taken on the role of developing their students as leaders and good citizens, through their leadership programming. However, the theoretical frameworks utilized within these programs have excluded groups that have been traditionally marginalized, especially African American women. Thus far, few if any theories or programs deal with the descriptors of leadership for African American women or include their perspective. Moreover, historically Black women have experienced the dehumanization of their character through concepts not created or voiced by them as illustrated through the current villainization of First Lady Michelle Obama as being an angry Black woman. Some Scholars believed that these stereotypes were formed during slavery and were used to justify the treatment of African American women. Due to these concepts and the fact that the vast majority of leadership theories are based upon male characteristics there is a need to understand how this group of young women develops as leaders.</p><p> This investigation utilized a qualitative approach in an effort to understand how African American women develop as leaders and the university’s responsibility to them. In addition, the study focused upon young women who were members of Black Greek Letter Organizations to gain their perspective on their development as leaders and the programs offered by the university. The study also included the voices of Student Life practitioners who provided their point of view regarding institution’s offerings. The study also infused the following theoretical models to guide its approach: Astin’s Theory of Leadership Involvement, Black Feminist Thought, and Critical Race Theory. The findings for this investigation revealed that African American women develop as leaders by being involved and gaining leadership opportunities. </p><p> The outcomes also displayed that their membership in Black Greek Letter organizations assisted in growing their confidence and maturity.</p>","abstract_has_math":false,"creators":["Hurdle, Terri"],"institution":"University of Cincinnati","degree_name":"EdD","degree_level":"doctoral","degree_discipline":"Education, Criminal Justice, and Human Services: Urban Educational Leadership","degree_department":null,"school":null,"contributors":["Koschoreck, James"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012","date_published":"2012","updated_at":"2026-07-24T03:36:23Z","subjects":["Educational Leadership","leadership","development","Black women","Greek","NPHC"],"languages":["English"],"rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337718390","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Koschoreck, James"]},{"key":"dc:creator","label":"Author","values":["Hurdle, Terri"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2012"]},{"key":"dc:publisher","label":"Institution","values":["University of Cincinnati / OhioLINK"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education, Criminal Justice, and Human Services: Urban Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Cincinnati"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Leadership","leadership","development","Black women","Greek","NPHC"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337718390"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Abstract
Since their inception colleges and universities have taken on the role of developing their students as leaders and good citizens, through their leadership programming. However, the theoretical frameworks utilized within these programs have excluded groups that have been traditionally marginalized, especially African American women. Thus far, few if any theories or programs deal with the descriptors of leadership for African American women or include their perspective. Moreover, historically Black women have experienced the dehumanization of their character through concepts not created or voiced by them as illustrated through the current villainization of First Lady Michelle Obama as being an angry Black woman. Some Scholars believed that these stereotypes were formed during slavery and were used to justify the treatment of African American women. Due to these concepts and the fact that the vast majority of leadership theories are based upon male characteristics there is a need to understand how this group of young women develops as leaders.
This investigation utilized a qualitative approach in an effort to understand how African American women develop as leaders and the university’s responsibility to them. In addition, the study focused upon young women who were members of Black Greek Letter Organizations to gain their perspective on their development as leaders and the programs offered by the university. The study also included the voices of Student Life practitioners who provided their point of view regarding institution’s offerings. The study also infused the following theoretical models to guide its approach: Astin’s Theory of Leadership Involvement, Black Feminist Thought, and Critical Race Theory. The findings for this investigation revealed that African American women develop as leaders by being involved and gaining leadership opportunities.
The outcomes also displayed that their membership in Black Greek Letter organizations assisted in growing their confidence and maturity.
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf","p.181","624.6 KB"]},{"key":"dc:title","label":"Title","values":["The Development of Leadership Skills of African American Women in Sororities: University Responsibility"]}]}],"canonical_facts":{"dc:contributor":["Koschoreck, James"],"dc:creator":["Hurdle, Terri"],"dc:date":["2012"],"dc:description":["Abstract
Since their inception colleges and universities have taken on the role of developing their students as leaders and good citizens, through their leadership programming. However, the theoretical frameworks utilized within these programs have excluded groups that have been traditionally marginalized, especially African American women. Thus far, few if any theories or programs deal with the descriptors of leadership for African American women or include their perspective. Moreover, historically Black women have experienced the dehumanization of their character through concepts not created or voiced by them as illustrated through the current villainization of First Lady Michelle Obama as being an angry Black woman. Some Scholars believed that these stereotypes were formed during slavery and were used to justify the treatment of African American women. Due to these concepts and the fact that the vast majority of leadership theories are based upon male characteristics there is a need to understand how this group of young women develops as leaders.
This investigation utilized a qualitative approach in an effort to understand how African American women develop as leaders and the university’s responsibility to them. In addition, the study focused upon young women who were members of Black Greek Letter Organizations to gain their perspective on their development as leaders and the programs offered by the university. The study also included the voices of Student Life practitioners who provided their point of view regarding institution’s offerings. The study also infused the following theoretical models to guide its approach: Astin’s Theory of Leadership Involvement, Black Feminist Thought, and Critical Race Theory. The findings for this investigation revealed that African American women develop as leaders by being involved and gaining leadership opportunities.
The outcomes also displayed that their membership in Black Greek Letter organizations assisted in growing their confidence and maturity.
"],"dc:format":["application/pdf","p.181","624.6 KB"],"dc:identifier":["http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337718390"],"dc:language":["English"],"dc:publisher":["University of Cincinnati / OhioLINK"],"dc:rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."],"dc:subject":["Educational Leadership","leadership","development","Black women","Greek","NPHC"],"dc:title":["The Development of Leadership Skills of African American Women in Sororities: University Responsibility"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Education, Criminal Justice, and Human Services: Urban Educational Leadership"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["EdD"],"thesis:institution_name":["University of Cincinnati"]},"updated_at":"2026-07-24T03:36:23Z"}