Date of Award


Degree Type


University or Center

Clark Atlanta University(CAU)


School of Arts and Sciences

Degree Name


First Advisor

Dr. Fragano Ledgister

Second Advisor

Dr. Jane E. Smith

Third Advisor

Dr. Cynthia M. Hewitt


The study documents a formal program evaluation and examination of the Refugee Women’s Network (RWN) program’s impact on acquired leadership skills by the participants who are currently involved in the program or have recently completed the entire curriculum. The elements of the Stufflebeam content-input-process-product (CIPP) evaluation model provided the structure for this study. The researcher used elements of the CIPP model to assess and report on the merit, worth, and significance of the leadership training component of the RWN agency. The researcher interviewed former students who had worked with the RWN during the program years of 2007 through 2009. Current program administrators, leadership, and instructors have also been interviewed, participated in a focus group, and completed a valid survey instrument. An examination of program documents and research literature also provides significant implications for future research, and program development for the RWN and hopefully other similar leadership training programs. Findings from interviews and surveys within the study added to the body of research that addresses leadership training achievement of refugee and immigrant women. Previous research revealed that refugee women who participate and complete community leadership training programs ultimately learn to exhibit a transformationa leadership style, which is the main hypothesis of this study. The research design is a cross-sectional survey and program evaluation. The following questions formed the foundation inquiry of the study.

1. What is the level of success of the implementation of the RWN leadership training component as indicated by stakeholders’ perceptions?

2. How did certain operational factors impact the input, process, and products within the leadership training component?

3. What areas of course content impacted the leadership training objectives as perceived by the stakeholder group? The self-assessment process revealed how participants became empowered by setting goals, becoming self-reliant, and able to influence others in their community.

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