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Research Commons at The http://researchcommons.waikato.ac.nz/ Research Commons at the University of Waikato Copyright Statement: The digital copy of this thesis is protected by the Copyright Act 1994 (New Zealand). The thesis may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. Authors control the copyright of their thesis. You will recognise the author’s right to be identified as the author of the thesis, and due acknowledgement will be made to the author where appropriate. You will obtain the author’s permission before publishing any material from the thesis. Youth perceptions and practices of leadership: The influence of structured leadership development programmes in a community context A thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Leadership at The University of Waikato by Rachel Hawthorne 2014 ABSTRACT There has been much research focused on adult conceptions and experiences of leadership and its impact on both individuals and organisations. What has not been investigated as fully, is youth leadership and the contexts within which young people’s leadership experiences and emerging understandings are developed. Most opportunities for youth leadership are centred within educational contexts with traditional and hierarchical structures that limit access for all but an elite minority. This thesis presents findings from a research project involving a school- community partnership. It examines perceptions of leadership by youth participating in a 12 week experiential community leadership development programme, and the how involvement within this context influenced the leadership perceptions of nine participants involved in the study. Youth voice was integral as participants actively reflected on ideas of leadership through youth-centric research methodologies. Findings indicated that the youth who participated in this study perceived leadership as relational and transformational actions experienced on a personal level by someone they have an on-going relationship with; they felt there is inadequate acknowledgement of extra-curricular youth leadership experience and perceived inequity in access to leadership development opportunities for youth within school contexts; they desired experiential leadership development opportunities that were authentic, challenging and inclusive; and that participating in an experiential youth leadership development programme in a community context provided positive benefits for all participants. This research is of significance to those working with youth in experiential leadership contexts, youth themselves, and those with an interest in ii leadership and youth development from a practitioner, or research perspective. Through representing a positive exemplar of a school- community partnership that broadens the context within which positive leadership development opportunities take place, it provides particular challenges to schools regarding the way that they perceive, acknowledge and grow leadership in youth. It will help to inform practitioners regarding effective practice when working with youth, and crucially, gives youth a voice as to the influence contextual experience has on their developing understandings. iii ACKNOWLEDGEMENTS Although the reading and writing associated with producing this thesis was largely a solitary pursuit, of course there have been conversations, collaborations, ministrations and consternations shared with many others along the way. I’d like to thank the key players alongside me throughout…. Thank you to both Teach NZ and The University of Waikato for scholarships that assisted in resourcing me with money and time to support the pursuit of my Masters of Educational Leadership. Such support allowed me to prioritise my study without feeling like I was compromising my family financially in the process, and I would not have felt able to embark on this journey without it. Thanks too, to Hagley Community College for supporting my post-graduate study over the past 5 years. Thank you to my supervisor Rachel McNae for her always willing and enthusiastic support of my work and her total belief in my capability. Your positivity, intellectual capacity and dedicated example as a woman academic in an emerging field is an inspiration to me. Thank you to Waikato University Student Learning staff Andrea Haines and Kathy Ooi, for their invaluable, incisive, inscrutable and hugely accommodating editing advice and support throughout. As an extra-mural student this service was a god-send and I appreciated and benefited from your contributions enormously. Also, to Alastair Lamb for his patient assistance in formatting this beast of a document into submission. Thanks too, to Nate, Seb and Ella from The White Elephant Trust for their willingness and openness to collaborate with me in breaking new iv ground to provide the community-based WE Lead Programme, and over the course of this research process. I am also indebted to the openness and willingness of the articulate young leaders who volunteered to participate in this study and share their perceptions with me. Thank you all for your enthusiasm, idealism and the learning you have given me. Lastly, thanks to all the many colleagues, friends, and family who have supported me by showing an interest in my research journey. In particular, my immediate family - Brian, Fin and Jude, who have supported me practically, emotionally, physically, and spiritually over the past year. You guys are the bomb – and I bet you’re as glad as I am that this puppy is finally in the bag! v TABLE OF CONTENTS ABSTRACT ...................................................................................................... ii ACKNOWLEDGEMENTS ............................................................................... iv TABLE OF CONTENTS .................................................................................. vi GLOSSARY OF MAORI WORDS AND CONCEPTS ....................................... 1 CHAPTER ONE: INTRODUCTION .................................................................. 2 SETTING THE SCENE ................................................................................ 2 MY INTEREST ............................................................................................. 3 AIM OF THIS RESEARCH ........................................................................... 5 INVESTIGATION ......................................................................................... 5 THE SIGNIFICANCE OF THIS RESEARCH ............................................... 6 THESIS OVERVIEW .................................................................................... 7 CHAPTER TWO: REVIEW OF THE LITERATURE ......................................... 9 OVERVIEW .................................................................................................. 9 YOUTH AND LEADERSHIP ........................................................................ 9 DEFINING YOUTH 9 LEADERSHIP 11 YOUTH LEADERSHIP 12 YOUTH PERCEPTIONS OF LEADERSHIP 14 DEVELOPING YOUTH LEADERSHIP ...................................................... 17 Existing Leadership Opportunities for Youth 17 Authentic Youth Leadership Opportunities 19 Access to Authentic Leadership Opportunities for Youth 22 Community Contexts for Authentic Youth Leadership Development 24 DEVELOPING PARTNERSHIPS ............................................................... 25 School-Community Partnerships 25 Youth-Adult Partnerships 27 YOUTH VOICE .......................................................................................... 29 SUMMARY ................................................................................................. 31 CHAPTER THREE: METHODOLOGY ........................................................... 33 OVERVIEW ................................................................................................ 33 vi THEORETICAL FRAMEWORK ................................................................. 33 QUALITATIVE RESEARCH WITH YOUTH ............................................... 34 RESEARCH DESIGN ................................................................................ 36 PARTICIPANTS ......................................................................................... 37 Participant Profiles 38 LOCATION OF THE LEADERSHIP DEVELOPMENT PROGRAMME ...... 40 DATA GENERATION METHODS .............................................................. 41 QUESTIONNAIRES ................................................................................... 42 Using Questionnaires in the Research 43 INTERVIEWS ............................................................................................. 44 Semi-Structured Interviews 44 Group Interviews 46 Repeat Interviews 47 Using Interviews in the Research 48 REFLECTION TASKS ................................................................................ 49 Using Reflection in the Research 51 FIELD NOTES ........................................................................................... 52 Using Field Notes in the Research 53 DATA ANALYSIS ....................................................................................... 54 QUALITY OF RESEARCH ......................................................................... 55 ETHICAL CONSIDERATIONS FOR THE RESEARCH ............................
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