| Abstract: | Despite the reputation of service academies and military colleges for producing leaders of character who serve as commissioned officers in America's armed forces, little is known about the actual effects these institutions have on the leadership development of their students. A two‐step process, this cross‐sectional study sought to investigate leadership development through the lens of the leadership identity development model as measured by the aptitude for commission grade. From a review of the military leadership curriculum at American service academies and military colleges, the initial phase of research established that leadership development occurred. The second phase used quantitative methods and a cross‐sectional design to investigate the effects of peer ranking, cumulative grade point average, leadership grades, and varsity athletic participation on leadership development throughout four years of undergraduate education. Findings indicated that company ranking by peers was significant regardless of gender or ethnicity. Mixed significant findings resulted for grade point average, leadership grades, and varsity athletic participation when based on gender and self‐identified minority status. |
