This study uses the Clifton StrengthsFinder assessment to examine if patterns exist among five most and least frequent signature themes and associated leadership domain areas in students who attend a selective, liberal arts, women’s college, as compared to people and other women in the general population. Understanding whether certain patterns of themes exist could help inform a customized strength-based development curriculum in relation to internship preparation. Three data sets including 964 cases from a selective liberal arts college (C), 14.7 million cases from Gallup (G), and 6.1 million Gallup women (GW) were analyzed using frequency tables, chi-square tests for independence, and relative risk ratios.
While one of the most frequent and three of the least frequent themes overlap across samples, statistically significant differences exist in the patterns for the most and least frequent themes in sample C as compared to samples G and GW. Part of the methodology involved calculating relative risk ratios for sample C compared to samples G and GW. The five most frequent themes and statistically significant RR ratios for Sample C were Input (84.55%, 61.99%), Empathy (75.72%, 26.43%), Learner, Restorative (61.56%, 51.96%), and Intellection (125.4%, 116.78%) and the five least frequent themes were Command (68.12% (GW)), Significance, Belief (-63.90%, -65.90%), Arranger (-70.01%, -67.37%), and Self-Assurance (-43.26% (G)).
Themes in sample C fell into the following four StrengthFinder domain areas: Relationship Building (32.84%), Strategic Thinking (32.78%), Executing (23.49%), and Influencing (10.89%). Three of the five most frequent themes in sample C were part of the Strategic Thinking domain area and three of the five least frequent themes were part of the Influencing domain area. Compared to sample G and GW respectively, those in sample C have 26.33% and 42.14% more of a chance of having a theme in the Strategic Thinking domain. Similarly, those in sample C have 27.74% (G) and 16.72% (GW) less of a chance of having themes in the Influencing domain. The patterns identified in this study help education professionals chart a course for strength-based development training, by learning more deeply about these common themes and exploring developmental opportunities related to those specific areas.
|Commitee:||Dinunzio, Karen, Stanley, Jeanne|
|School:||University of Pennsylvania|
|Department:||Higher Education Administration|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 78/10(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational psychology, Higher education|
|Keywords:||Gallup, Internship, Strengths, Strengthsfinder, Training|
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