This article presents one qualitative study that examined college student leaders of color's social justice leadership and their engagement in controversy and difficult conversations about issues of injustices. Specifically, this article applies the controversy with courage element from the social action, leadership, and transformation model (SALT) to address how and why 16 college student leaders were engaged in these conversations and the connection between partaking in controversy and enacting social justice leadership.
{"title":"How college student leaders of color engage in controversy with courage while enacting social justice leadership.","authors":"Ting-Han Chang, Dominique Orfano Acosta","doi":"10.1002/yd.20541","DOIUrl":"https://doi.org/10.1002/yd.20541","url":null,"abstract":"<p><p>This article presents one qualitative study that examined college student leaders of color's social justice leadership and their engagement in controversy and difficult conversations about issues of injustices. Specifically, this article applies the controversy with courage element from the social action, leadership, and transformation model (SALT) to address how and why 16 college student leaders were engaged in these conversations and the connection between partaking in controversy and enacting social justice leadership.</p>","PeriodicalId":37658,"journal":{"name":"New directions for student leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9281985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tania D Mitchell, Samuel D Museus, Mayra Puente, Marie P Ting
This article provides an overview of important social and political contexts that underscore the need for an increased focus on the role of social justice in leadership education and development discourse. The article also discusses key misconceptions that inhibit critical conversations about leadership education and a leadership framework that designed to center social justice in leadership development efforts.
{"title":"Reframing leadership for a more just society.","authors":"Tania D Mitchell, Samuel D Museus, Mayra Puente, Marie P Ting","doi":"10.1002/yd.20537","DOIUrl":"https://doi.org/10.1002/yd.20537","url":null,"abstract":"<p><p>This article provides an overview of important social and political contexts that underscore the need for an increased focus on the role of social justice in leadership education and development discourse. The article also discusses key misconceptions that inhibit critical conversations about leadership education and a leadership framework that designed to center social justice in leadership development efforts.</p>","PeriodicalId":37658,"journal":{"name":"New directions for student leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9281990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
From differences in brain development to balancing complex roles, the needs of graduate students significantly differ from undergraduates and yet often go unacknowledged. In this article, I explore how these differences can be taken into account when supporting graduate student leadership identity during turbulent times and beyond through in-person and online leadership development programs.
{"title":"Addressing the unique needs of graduate and professional student leadership identity online, in-person, and through turbulent times.","authors":"Linnette R L Werner","doi":"10.1002/yd.20528","DOIUrl":"https://doi.org/10.1002/yd.20528","url":null,"abstract":"<p><p>From differences in brain development to balancing complex roles, the needs of graduate students significantly differ from undergraduates and yet often go unacknowledged. In this article, I explore how these differences can be taken into account when supporting graduate student leadership identity during turbulent times and beyond through in-person and online leadership development programs.</p>","PeriodicalId":37658,"journal":{"name":"New directions for student leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10458862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines several vexing problems faced by faculty within leadership programs including university finances, balancing teaching, service, and research responsibilities, burnout, poor communication, and structural barriers to creating diversity among faculty. Using insights from practitioners and my experiences, I also share strategies that may help the leaders of higher education leadership programs address these challenges.
{"title":"Against the tide: Recruiting, managing, and developing leadership faculty in graduate and professional leadership programs.","authors":"Jim Martin","doi":"10.1002/yd.20533","DOIUrl":"https://doi.org/10.1002/yd.20533","url":null,"abstract":"<p><p>This article examines several vexing problems faced by faculty within leadership programs including university finances, balancing teaching, service, and research responsibilities, burnout, poor communication, and structural barriers to creating diversity among faculty. Using insights from practitioners and my experiences, I also share strategies that may help the leaders of higher education leadership programs address these challenges.</p>","PeriodicalId":37658,"journal":{"name":"New directions for student leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10458864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The collective message of this series of articles was formed by the thoughts of seasoned leadership educators. Their truth and investment in leadership education are clear. In this closing article, we share our thoughts on their many perspectives, ideas, and challenges. This article summarizes and synthesizes these articles with the metaphor of the bamboo field that strongly relates to the field of leadership education today.
{"title":"A call for the leadership education field.","authors":"Jennifer Moss Breen, Michael C Gleason","doi":"10.1002/yd.20535","DOIUrl":"https://doi.org/10.1002/yd.20535","url":null,"abstract":"<p><p>The collective message of this series of articles was formed by the thoughts of seasoned leadership educators. Their truth and investment in leadership education are clear. In this closing article, we share our thoughts on their many perspectives, ideas, and challenges. This article summarizes and synthesizes these articles with the metaphor of the bamboo field that strongly relates to the field of leadership education today.</p>","PeriodicalId":37658,"journal":{"name":"New directions for student leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10458868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Faculty have an implicit expectation that their graduate and professional students will become leaders in their respective fields; however, there is a lack of formalized co-curricular education to prepare them to assume leadership. This article provides two examples of co-curricular leadership education programs as inspiration for others to develop and navigate the challenges of delivering programming.
{"title":"Utilizing co-curricular learning tools to foster leadership development in graduate and professional schools: Examples and lessons learned.","authors":"John R Lubker, Emil R Petrusa","doi":"10.1002/yd.20530","DOIUrl":"https://doi.org/10.1002/yd.20530","url":null,"abstract":"<p><p>Faculty have an implicit expectation that their graduate and professional students will become leaders in their respective fields; however, there is a lack of formalized co-curricular education to prepare them to assume leadership. This article provides two examples of co-curricular leadership education programs as inspiration for others to develop and navigate the challenges of delivering programming.</p>","PeriodicalId":37658,"journal":{"name":"New directions for student leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10458865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article will explore why degree-granting graduate and professional leadership programs should align with institutional missions to clearly promote program scope and value proposition to prospective students. By touting program uniqueness, graduate and professional leadership program administrators can better serve graduate students by clearly advertising what they offer, why they offer it, and how students can expect to learn leadership both in and outside the classroom.
{"title":"Leveraging your programmatic \"why\": Articulating graduate leadership program value through mission alignment.","authors":"Michael C Gleason, Lauren E Edelman","doi":"10.1002/yd.20527","DOIUrl":"https://doi.org/10.1002/yd.20527","url":null,"abstract":"<p><p>This article will explore why degree-granting graduate and professional leadership programs should align with institutional missions to clearly promote program scope and value proposition to prospective students. By touting program uniqueness, graduate and professional leadership program administrators can better serve graduate students by clearly advertising what they offer, why they offer it, and how students can expect to learn leadership both in and outside the classroom.</p>","PeriodicalId":37658,"journal":{"name":"New directions for student leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10458410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Setting the stage: An overview of articles in this issue.","authors":"Jennifer Moss Breen, Michael C Gleason","doi":"10.1002/yd.20525","DOIUrl":"https://doi.org/10.1002/yd.20525","url":null,"abstract":"","PeriodicalId":37658,"journal":{"name":"New directions for student leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10458866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Karen T Jackson, Sydney Richardson, Jennifer Moss Breen
This article explores leadership education, leadership scholarship, and leadership practices with a focus on the continued growth in thought, paradigm development, research and practices that address societal problems in relation to human existence. We respond to the question "how can the integration of counter narratives into leadership education - all while integrating diverse perspectives into our leadership education conversation so the complexity we now understand to be true can be revealed?" The exploration creates opportunities to deepen the diversity, equity, and inclusion discourse incorporated into graduate leadership education programs.
{"title":"Enacting a diversity, equity, inclusion, and justice emphasis in graduate and professional leadership education.","authors":"Karen T Jackson, Sydney Richardson, Jennifer Moss Breen","doi":"10.1002/yd.20532","DOIUrl":"https://doi.org/10.1002/yd.20532","url":null,"abstract":"<p><p>This article explores leadership education, leadership scholarship, and leadership practices with a focus on the continued growth in thought, paradigm development, research and practices that address societal problems in relation to human existence. We respond to the question \"how can the integration of counter narratives into leadership education - all while integrating diverse perspectives into our leadership education conversation so the complexity we now understand to be true can be revealed?\" The exploration creates opportunities to deepen the diversity, equity, and inclusion discourse incorporated into graduate leadership education programs.</p>","PeriodicalId":37658,"journal":{"name":"New directions for student leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10458863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores the importance of providing leadership development opportunities for graduate and professional students, in addition to highlighting approaches for building leadership capacity among these students. The article concludes with a snapshot of leadership development offerings for graduate and professional audiences sponsored by institutions (curricular and co-curricular), corporations, and professional development associations.
{"title":"Essential leadership concepts and models for graduate and professional school learners.","authors":"Ralph A Gigliotti, Sara E Spear","doi":"10.1002/yd.20531","DOIUrl":"https://doi.org/10.1002/yd.20531","url":null,"abstract":"<p><p>This article explores the importance of providing leadership development opportunities for graduate and professional students, in addition to highlighting approaches for building leadership capacity among these students. The article concludes with a snapshot of leadership development offerings for graduate and professional audiences sponsored by institutions (curricular and co-curricular), corporations, and professional development associations.</p>","PeriodicalId":37658,"journal":{"name":"New directions for student leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10107335/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9325458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}