The impact of Army Reserve Officers Training Corps Leadership Development on the psychosocial development of African American college students

History shows that Army Reserve Officers Training Corps Leadership Development Programs (ROTC LDPs) have produced the majority of military leaders. However, social science research is silent on whether ROTC program participation makes any difference in the psychosocial development of African American students. The purpose of this research was to examine whether the developmental task achievement of African American students enrolled in college Army ROTC LDPs in a historical Black college and university (HBCU) differed from developmental task achievement of African American students not enrolled. Erikson's eight stages of psychosocial development and Chickering's developmental model served as the theoretical basis for this study. Research questions explored the relationships between ROTC program participation, length of program enrollment, gender, and residence as independent variables, and psychosocial development of those enrolled or not enrolled in the program as the dependent variable. ANOVA and t tests revealed that there were no significant differences in psychosocial development between ROTC and non-ROTC students according to their gender, length of enrollment, and place of residence. Results showed that the scores on several psychosocial development scales increased significantly through freshmen and senior years in the ROTC group while those of the non-ROTC group declined during the same years. A significant social change implication of this research is that better coordination and expansion of ROTC training for African American students would improve their self-image, emotional development, and social skills, and consequently their achievement levels and contributions to the American society.