| The purpose of this study was threefold: (a) identify the leadership actions of selected student government leaders in the California Community College system who are currently serving as presidents, vice presidents, secretaries, treasurers, and senators; (b) explore the relationship between student government leadership position and leadership actions; and (c) examine gender differences in leadership actions, if any, as measured by Kouzes and Posner's (2005) Student Leadership Practices Inventory (S-LPI).;This study's sample of student government leaders was obtained from Region IX of the Student Senate of California community colleges. The survey instrument generated for this study was a modified version of the S-LPI. Surveys were administered to 150 student government leaders in Region IX. A total of 88 (N = 88) respondents participated in this study, for a response rate of 58.6%.;According to the S-LPI subscales, the highest self-ratings for presidents, secretaries, and senators were with Enable Others to Act. Vice presidents self-reported highest ratings in Encourage the Heart and treasurers with Challenge the Process. Overall, student government leaders rated themselves significantly higher (p = .001) in Enable Others to Act.;There were differences in leadership actions in relation to position. These findings suggest the student government leaders whose roles have more responsibility have higher self-ratings in Enable Others to Act and Encourage the Heart. These findings suggest that secretaries and treasurers have lower self-ratings in these two practices because their areas of responsibility are much more task oriented.;Research findings indicate no differences in four of the five practices on the basis of gender. However, male student government leaders were found to have significantly higher (rpb = -.25, p < .05) self-ratings in Challenge the Process. There were no statistically significant (p < .05) correlations between ethnicity and leadership practices. In addition, older respondents had significantly higher scores for Model the Way (r = .24, p < .05) and Inspire a Shared Vision (r = .21, p < .05).;This study provides evidence that student government leaders lead in different ways. Special attention must be paid to the leadership development opportunities extended to them. |
