Identifying Implications for Self-Evaluation of Performance in a Project-Based Leadership Course

Due to the historical and contemporary underrepresentation of women and non-White people in leadership roles and in academic leadership programs in the United States, gender and racial identity carry implications for leadership education and experience-based learning. Gender differences in self-esteem and self-evaluation have been observed in leadership contexts, including in college and university leadership classrooms. Racial differences in self-esteem exist in a number of contexts and non-White leaders continue to experience discrimination in leadership positions. This quantitative study assessed the impact of gender and race on student self-evaluation scores in an undergraduate leadership minor course. Student self-evaluation scores were compared to supervisor scores during a field experience project to determine accuracy of self-evaluation of performance. Quantitative methods were used to assess the significance of gender and race for self-evaluation accuracy. Results indicated that gender had a medium effect on accuracy and racial identity had a small effect (Cohen’s D). Implications for inclusive leadership pedagogy and equitable use of self-evaluation assignments are discussed.