Effects of Leadership Education on College Students’ Prosocial Outcomes

Abstract

In this study, we examined whether leadership education has an effect on college students’ prosocial behaviors—social change behaviors, social perspective taking, and social generativity. Based on a propensity score analysis on a multi-institutional sample of 8,752 students enrolled at 69 colleges and universities in spring 2021, the results suggest that leadership education experiences have significant and positive effects on students’ prosocial behaviors. While co-curricular leadership education and leadership education not affiliated with campuses have significant and positive effects on all three prosocial outcomes, academic leadership education only has significant and positive effects on students’ social generativity.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the National Association for Campus Activities Foundation.

Notes on contributors

Krista M. Soria

a

Krista M. Soria ([email protected]) is an assistant professor in leadership and counseling at the University of Idaho.

Elise M. Kokenge

b

Elise M. Kokenge ([email protected]) is a doctoral student in the College of Education, Health, and Human Sciences and assistant director of graduate student support in the College of Natural Resources at the University of Idaho.

Connor Dizor

c

Connor Dizor ([email protected]) is resident director at Tulane University. Dizor received his master of science in higher education from Florida State University.