Abstract
PurposeThis study analyzed three years of data from the Collegiate Leadership Competition to investigate potential differences in longitudinal leader self-efficacy growth between students who identify as men and those who identify as women.Design/methodology/approachSurvey design.FindingsResults indicate that women participants enter their competition experience at higher levels of leader self-efficacy than men and that both groups were able to sustain moderate levels of growth measured several months after the end of the competition.Originality/valueThe gap between men and women in their leader self-efficacy did not change over the several months of measurement. Implications for leadership educators are discussed.
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