Ambivalence About Leadership: A Qualitative Study of Undergraduate Students' Participation in Multiple Small Groups
Abstract
In this qualitative study the authors examined upper-division university students' descriptions of their experiences with leadership in small groups. Conducted in an interdisciplinary arts and sciences program well known for its frequent use of small group pedagogy, the study used grounded theory methods to analyze in-depth interviews with students who had participated in multiple small groups. Three interrelated themes emerged: (1) In describing ideal group functioning, students identified outcomes of good leadership--equitable participation and distribution of tasks; (2) in describing real experiences, leadership was conceptualized dualistically, as either effortless or agonizing; and (3) most of the students' descriptions were full of ambivalence. Students' participation in multiple groups resulted in a focus on unproductive interactions, which prevented both their recognition of leadership competencies and their practice in developing them over time and across groups.
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