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The current article delves further into the functions of identity, capacity, and efficacy in culturally relevant leadership learning and offers a brief vignette to demonstrate how campus climate might shape leadership learning differently depending on one’s intersectional identities, positionality, and perspectives. Strategies for creating inclusive leadership learning environments are addressed throughout.

6 This chapter reviews the literature, gender and CTE, classroom climate, and faculty-student interactions and presents results of a qualitative study on gender microaggressions in community college CTE classrooms.Career and technical education (CTE) programs at the community college have a significant history. Arguably beginning with the passage of the Vocational Education Act of 1963, vocational education, as a precursor to CTE, has remained a prominent aspect of the mission of U.S. community colleges. The number of students in CTE in community colleges is substantial. According to the National Center for Education Statistics (NCES), in 2004-2005, more than 2,000 U.S. 2-year institutions awarded a postsecondary credential in one or more CTE fields of study (Levesque et al., 2008). During the same year, 64% of students seeking associate degrees and 81% of students in certificate programs majored in occupational fields (Levesque et al.). Occupational programs, which are typically certificate granting and noncredit, often serve as gateway programs into CTE accounting for an additional 5 million individuals in fall 2008, representing 40% of community college student enrollment (Levesque et al.).Although women tend to dominate CTE enrollments, they remain concentrated into historically feminized fields; the U.S. Department of Labor defines nontraditional occupations for females as those where females make up less than 25% of workers. The U.S. Department of Labor found that in 2012, women made up less than 2% of electricians, automotive service technicians, and less than 5% of welders (U.S. Department of Labor, 2012). A recent report by American Association for University Women (St. Rose & Hill, 2013) states, "Men were more likely than women to earn certificates as welders, electricians, and heating/AC/ventilation (HVAC) and automotive technicians-jobs that offer much higher wages than those popular among NEW DIRECTIONS FOR COMMUNITY COLLEGES, no. 178, Summer 2017

According to the U.S. Department of Education's National Center for Education Statistics, in the fall of 2020, 72.8% of U.S. postsecondary students were enrolled in distance education courses-up from 36.3% in the fall of 2019. While this surge may be explained by a number of factors, one of the most significant factors is the COVID-19-induced pivot to online learning. The rapid and intense expansion in distance education due to COVID-19 offered learners some sense of continuity in their studies, but it also revealed stark inequities in learner resources and access-especially for students of Color and students from lower-income households. Further, as COVID-19 spread, the U.S. roiled in a "twin pandemic" of racial injustice that continued to metastasize-spawning more pain-points such as online environments where racism became unmasked when face-to-face norms were abandoned. These revelations about the shadow side of online learning are particularly concerning in the context of leadership education and its commitment to inclusion, collaboration, and holism. Given this new context for online leadership education, the purpose of this piece is to reflect on how the Journal of Leadership Education has shepherded the journey of online leadership education and what the future of this journey might look like for online leadership educators committed to change. Scaffolded by the Community of Inquiry model, we offer promising practices that address cognitive, social, teaching, and learner presence in the pursuit of culturally relevant/sustaining and equitable online leadership education.

Though advocacy and activism have been frequent topics of research, few studies explore this work across campus roles, meaning inclusive of students, faculty, and staff. A more holistic understanding of advocacy would pave the way for more effective social justice efforts. Researchers used hermeneutic phenomenology to engage with 26 advocates finding that identity influences advocacy; advocates work for, with, and to others; and advocates take risks with consequences associated with their identities. The American Counseling Association's Advocacy Competencies extended the analysis to reveal the lack of alliances in cross-campus advocacy.