Centering Socially Just Leadership: An Integrated Model for Contextualizing Leadership Learning

Self Cite

This article demonstrates how educators can create opportunities for students to learn about leadership in a variety of circumstances. Through the integrated model for contextualizing leadership learning, educators can center culturally relevant leadership while considering the environment where leadership learning is provided as well as the context in which the identity, capacity, and effectiveness of leadership educators are developed. The implications of this integrated approach emerged from 26 narratives and are explored through three themes centered on co‐curricular program development and implementation, as well as personal and professional development. These themes include examining organizations' histories and structures, the developmental readiness of educators and students, and the significance of context.

Section: Integrated Model For Contextualizing Leadership Learningmentioning

confidence: 99%

Developing culturally relevant leadership educators

Beatty,

Guthrie

2024

Self Cite

“…For example, the growth of social issues in media has made leadership education more complicated which emphasizes the importance of peer leader development to focus on power, privilege, and oppression that is part of our everyday world (Teig, 2018). Holistically, it is important to explore leadership development in an environment that is socially just (Guthrie & Rodriguez, 2018); it is vital to understand the barriers that exist within our campus communities. Even when institutions work to create peer leader groups that are representative of the institution, some have found that barriers persist for certain identities of students because of expectations placed on peer leaders.…”

Section: Socially Just Peer Leadersmentioning

confidence: 99%

Building a foundation for socially just peer leaders

Dement

2024

Peer leaders have shown a significant impact in the support they offer their peers. Due to this, many institutions have increased the initiatives that peer leader are utilized in to strengthen student experience and development. However, even though social justice has grown as a priority in higher education, many peer leaders do not experience any type of social justice training throughout their development. In this qualitative study, peer leaders of all types were interviewed to explore how they currently serve as socially just leaders and what support they are looking for from their institution to help them feel prepared as socially just leaders. This research is explored through the culturally relevant leadership learning model as we look at the support that peer leaders offer their institution, the impact peer leaders can have as socially just leaders, and the support that can be provided by institutions for socially just peer leader development.

Integrating culturally relevant leadership learning into the leadership learning framework

Maia,

Contreras,

Teig

2024

By incorporating the culturally relevant leadership learning model (CRLL) into the leadership learning framework (LLF), this article provides leadership educators with an inclusive approach to leadership learning. The authors illustrate how educators can integrate the five dimensions of campus climate into leadership knowledge, observation, development, training, engagement, and metacognition. We describe practical ways to address leadership identity, efficacy, and capacity development for all college students, especially those belonging to traditionally underserved identities. Finally, the authors present a new visual for integrating CRLL into the LLF—a kaleidoscope leadership learning model.