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.
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