New directions for student leadership最新文献

Undergraduate leadership education prepares students for meaningful roles in various aspects of civic and professional life. In this article, the authors explore the contextual facets of undergraduate academic leadership programs and courses utilizing the Sustainable Development Goals (SDGs) as a framework for addressing local and global challenges through leadership education and development at two higher education institutions. Each example is described contextually followed by promising classroom practices embedded through the use of the SDG framework.

This article reviews foundational scholarship related to leadership identity development (LID). The LID grounded theory and resultant model are explained, and subsequent replication and translation studies are overviewed and thematized. The authors also interrogate how issues of diversity, equity, and inclusion shape the development and enactment of leadership identity development, including structured inequalities and barriers to opportunity. We conclude with examples of how institutions of higher education have utilized the LID framework for programs, policies, and institutional transformation.

This article reviews foundational scholarship related to leader development, including implications of the integrative theory of leader development and the dynamic model of leader development across the lifespan. Authors provide a rationale for why college is a critical juncture for creating ethical and inclusive leaders for the future and offer suggestions for ways to enhance leadership education.

This article explores numerous complexities involved in assessing and measuring leadership identity development. It also reviews leader and leadership identity as well as prior attempts to assess leader and leadership identity development. Recommendations for effective assessment and measurement practices when diagnosing development in leader and leadership identity are offered.

This article focuses on Historically Black Colleges and Universities (HBCUs), Hispanic-Serving Institutions (HSIs), Tribal Colleges and Universities (TCUs), and Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs). These institution types are united by their commitments to racially and ethnically minoritized communities, expanding educational access, facilitating culturally affirming education, and developing collective and socially responsible leaders. As a counternarrative, the authors situate leadership identity development (LID) at Minority-Serving Institutions (MSIs) to decenter whiteness in leadership scholarship and enactment and to elevate MSIs and their impact on students' leader and leadership identity development (LID).

This article highlights specific approaches to developing leadership identity in college students within an academic curricular context. The authors examine curricular contexts such as majors, minors, and certificates with an emphasis on leader and leadership development, as well as specific course activities used to engage students in developing their leadership identity.

This article draws on critical race theory, intersectionality, critical feminism, queer and indigenous paradigms to critique existing approaches to leader/ leadership identity development (LID) and to illuminate how people from marginalized and oppressed communities can experience more just and equitable pathways to leadership. It offers recommendations for practice about how to create new possibilities for LID that counters patriarchal, white supremacist, hetero, and cis normative contexts. Liberatory pedagogies are suggested as ways to center social justice in LID.

After decrying the lack of attention paid to identity, equity, and power in leadership education, this article delineates key concepts such as identity, identity development, and leader/leadership identity development. It explores areas of concordance and distinction across leader and leadership identity development models and suggests increasing convergence across these bodies of scholarship and adding criticality for deeper leadership identity development.

The article summarizes a conversation with early career scholars who utilize the LID theory and model in their scholarship and practice. Authors offer thoughts as to which aspects of leader and leadership identity development remain most useful to leadership education and development, as well as ways this body of scholarship might also be incomplete and insufficient. They reflect on how leader and leadership identity development theorizing is related to identity, equity, and power. The article concludes with ideas about how the scholarship and practice of leadership identity development may evolve in the future for deeper leadership identity development.

This article explores how leadership functions as a form of identity among other multiple and often intersecting social identities. This article reviews emerging scholarship addressing racial identity, gender identity, and LGBTQ+ identities in diverse postsecondary institutional contexts. Finally, the article concludes with examples and implications for centering social identities for leadership educators who study, practice, teach, and develop leadership in higher education.