College status and trajectories of perceived leadership ability among emerging adults

This study explores changes in perceived leadership ability during emerging adulthood among a predominantly African American sample, with special consideration of the differences between the experiences of individuals who attended four-year universities and those who did not. We used data from a longitudinal study that followed participants from high school into adulthood. Participants in the sample were predominantly African American and all exhibited low academic performance at the beginning of the study. Findings demonstrated that perceived leadership ability declined between the ages of 18 and 22, with the largest declines occurring among emerging adults who did not attend four-year colleges. These findings suggest that perceived leadership ability is malleable and responds to contextual factors, such as limited access to leadership roles during emerging adulthood. We conclude with implications for practice to support leadership development among emerging adults.