{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/52044"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/52044","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"The Evaluation of a Women's Leadership Development Training for Girls Rock! Roanoke","abstract":"Men and masculine qualities stereotypically define leadership. Role Congruity Theory explains that women leaders may experience a double discrimination. First, because leadership roles are stereotypically male, a woman may not have the necessary qualities. Second, because leadership qualities are stereotypically masculine, when women do exhibit agentic qualities, they are perceived negatively and not feminine (Eagly and Karau, 2002). Further, adopting a masculine style is perceived as an inauthentic leadership style. However, an androgynous style can blend feminine expectations with corporate needs, creating advantage and perceptions of authenticity (Tzinerr and Barsheshet-Picke, 2014). The leadership development training described in this thesis was held for female volunteer counselors of Girls Rock! Roanoke, an empowerment camp for young girls. The appreciative pedagogy included individual reflections, group discussions, and working through simulations. The evaluation of the training sought to identify: if discussion of leadership increased awareness of feminine and masculine leadership; if discussion of personal leadership experiences increased empowerment to self-identify as leaders; and what impact the experience had on participants' ability to improve and employ leadership. After participants completed the training, awareness of feminine and androgynous leadership increased; whereas, it is unclear if awareness of masculine leadership increased. Challenging participants to reflect on their leadership increased their self-identification as leaders, while those who already identified did so in androgynous terms. The training impacted participants' knowledge of themselves as leaders, how they planned to use leadership in camp and in real life, but it is unclear to what degree it impacted their ability to improve and employ leadership beyond the training.","abstract_html":"Men and masculine qualities stereotypically define leadership. Role Congruity Theory explains that women leaders may experience a double discrimination. First, because leadership roles are stereotypically male, a woman may not have the necessary qualities. Second, because leadership qualities are stereotypically masculine, when women do exhibit agentic qualities, they are perceived negatively and not feminine (Eagly and Karau, 2002). Further, adopting a masculine style is perceived as an inauthentic leadership style. However, an androgynous style can blend feminine expectations with corporate needs, creating advantage and perceptions of authenticity (Tzinerr and Barsheshet-Picke, 2014). The leadership development training described in this thesis was held for female volunteer counselors of Girls Rock! Roanoke, an empowerment camp for young girls. The appreciative pedagogy included individual reflections, group discussions, and working through simulations. The evaluation of the training sought to identify: if discussion of leadership increased awareness of feminine and masculine leadership; if discussion of personal leadership experiences increased empowerment to self-identify as leaders; and what impact the experience had on participants' ability to improve and employ leadership. After participants completed the training, awareness of feminine and androgynous leadership increased; whereas, it is unclear if awareness of masculine leadership increased. Challenging participants to reflect on their leadership increased their self-identification as leaders, while those who already identified did so in androgynous terms. The training impacted participants' knowledge of themselves as leaders, how they planned to use leadership in camp and in real life, but it is unclear to what degree it impacted their ability to improve and employ leadership beyond the training.","abstract_has_math":false,"creators":["Kelinsky-Jones, Lia R."],"institution":"Virginia Tech","degree_name":"Master of Science in Life Sciences","degree_level":"masters","degree_discipline":"Agricultural and Extension Education","degree_department":"Agricultural and Extension Education","school":null,"contributors":[],"advisors":[],"committee_chairs":["Anderson, James C."],"committee_members":["Archibald, Thomas G.","Kaufman, Eric K."],"year":2015,"date_issued":"2015-05-07","date_published":"2015-05-07","updated_at":"2026-07-22T22:20:27Z","subjects":["Program Evaluation","Leadership","Women's Leadership Development"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:5535"],"render_values":[{"text":"vt_gsexam:5535","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/52044","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Anderson, James C."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Archibald, Thomas G.","Kaufman, Eric K."]},{"key":"dc:contributor.department","label":"Department","values":["Agricultural and Extension Education"]},{"key":"dc:creator","label":"Author","values":["Kelinsky-Jones, Lia R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-05-08T08:01:29Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-05-08T08:01:29Z"]},{"key":"dc:date.issued","label":"Date","values":["2015-05-07"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Agricultural and Extension Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Life Sciences"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Program Evaluation","Leadership","Women's Leadership Development"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:5535"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/52044"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Men and masculine qualities stereotypically define leadership. Role Congruity Theory explains that women leaders may experience a double discrimination. First, because leadership roles are stereotypically male, a woman may not have the necessary qualities. Second, because leadership qualities are stereotypically masculine, when women do exhibit agentic qualities, they are perceived negatively and not feminine (Eagly and Karau, 2002). Further, adopting a masculine style is perceived as an inauthentic leadership style. However, an androgynous style can blend feminine expectations with corporate needs, creating advantage and perceptions of authenticity (Tzinerr and Barsheshet-Picke, 2014). The leadership development training described in this thesis was held for female volunteer counselors of Girls Rock! Roanoke, an empowerment camp for young girls. The appreciative pedagogy included individual reflections, group discussions, and working through simulations. The evaluation of the training sought to identify: if discussion of leadership increased awareness of feminine and masculine leadership; if discussion of personal leadership experiences increased empowerment to self-identify as leaders; and what impact the experience had on participants' ability to improve and employ leadership. After participants completed the training, awareness of feminine and androgynous leadership increased; whereas, it is unclear if awareness of masculine leadership increased. Challenging participants to reflect on their leadership increased their self-identification as leaders, while those who already identified did so in androgynous terms. The training impacted participants' knowledge of themselves as leaders, how they planned to use leadership in camp and in real life, but it is unclear to what degree it impacted their ability to improve and employ leadership beyond the training."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Master of Science in Life Sciences"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["The Evaluation of a Women's Leadership Development Training for Girls Rock! Roanoke"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Anderson, James C."],"dc:contributor.committeemember":["Archibald, Thomas G.","Kaufman, Eric K."],"dc:contributor.department":["Agricultural and Extension Education"],"dc:creator":["Kelinsky-Jones, Lia R."],"dc:date.accessioned":["2015-05-08T08:01:29Z"],"dc:date.available":["2015-05-08T08:01:29Z"],"dc:date.issued":["2015-05-07"],"dc:description.abstract":["Men and masculine qualities stereotypically define leadership. Role Congruity Theory explains that women leaders may experience a double discrimination. First, because leadership roles are stereotypically male, a woman may not have the necessary qualities. Second, because leadership qualities are stereotypically masculine, when women do exhibit agentic qualities, they are perceived negatively and not feminine (Eagly and Karau, 2002). Further, adopting a masculine style is perceived as an inauthentic leadership style. However, an androgynous style can blend feminine expectations with corporate needs, creating advantage and perceptions of authenticity (Tzinerr and Barsheshet-Picke, 2014). The leadership development training described in this thesis was held for female volunteer counselors of Girls Rock! Roanoke, an empowerment camp for young girls. The appreciative pedagogy included individual reflections, group discussions, and working through simulations. The evaluation of the training sought to identify: if discussion of leadership increased awareness of feminine and masculine leadership; if discussion of personal leadership experiences increased empowerment to self-identify as leaders; and what impact the experience had on participants' ability to improve and employ leadership. After participants completed the training, awareness of feminine and androgynous leadership increased; whereas, it is unclear if awareness of masculine leadership increased. Challenging participants to reflect on their leadership increased their self-identification as leaders, while those who already identified did so in androgynous terms. The training impacted participants' knowledge of themselves as leaders, how they planned to use leadership in camp and in real life, but it is unclear to what degree it impacted their ability to improve and employ leadership beyond the training."],"dc:description.degree":["Master of Science in Life Sciences"],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:5535"],"dc:identifier.uri":["http://hdl.handle.net/10919/52044"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Program Evaluation","Leadership","Women's Leadership Development"],"dc:title":["The Evaluation of a Women's Leadership Development Training for Girls Rock! 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