An Examination of Mentoring Outcomes and Leadership Capacity in Reside

The purpose of this study was to examine mentoring relationships and resident assistants' (RA) leadership capacities. In addition, the type of mentor of the RAs, and the gender match and race match of the mentor-protege pairs was investigated. This study provides insight into the profile of resident assistants as well as findings related to mentoring outcomes on the Social Change Model constructs of socially responsible leadership, and leadership efficacy. I utilized the Multi-Institutional Study of Leadership 2009 data. A sample of 6,006 resident assistants (RAs) was analyzed using an adapted version of Astin's (1991, 1993) Inputs-Environments-Outcomes (I-E-O) college impact model as the conceptual framework and the Social Change Model of Leadership as the theoretical framework. Independent samples t-tests, analysis of variance, and regression were used to analyze data on leadership capacity and mentoring outcomes (personal development and leadership empowerment). Leadership capacity findings suggested a mentored RA demonstrates significantly higher leadership capacity than a non-mentored RA. The type of mentor is not a predictor of socially responsible leadership; student affair