2019
DOI: 10.1002/yd.20358
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Youth and Undergraduate Leadership Experiences as Pathways to Leadership Education

Abstract: This chapter demonstrates connections between experiential learning, leader identity development, and leadership educator professional identity development models to highlight how leadership experiences in today's youth and early adulthood offer potential pathways to the leadership education profession.

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Cited by 6 publications
(4 citation statements)
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“…What each of the above conceptualizations of worth have in common is that internal perceptions of self‐worth are comparatively derived from how a person makes meaning of the self in relation to their relational and collective environment. This is important because research has demonstrated that LID and meaning making are inexorably linked, with both processes significantly influencing the other (Chung & Pesronette, 2019; Day & Dragoni, 2015; Hammond et al., 2017; Miscenko et al., 2017; Zaar et al., 2020).…”
Section: A Brief Review Of Worthinessmentioning
confidence: 99%
See 1 more Smart Citation
“…What each of the above conceptualizations of worth have in common is that internal perceptions of self‐worth are comparatively derived from how a person makes meaning of the self in relation to their relational and collective environment. This is important because research has demonstrated that LID and meaning making are inexorably linked, with both processes significantly influencing the other (Chung & Pesronette, 2019; Day & Dragoni, 2015; Hammond et al., 2017; Miscenko et al., 2017; Zaar et al., 2020).…”
Section: A Brief Review Of Worthinessmentioning
confidence: 99%
“…Leader identity is rooted in meaning making (i.e., the process by which people make sense of their experiences; Lord & Hall, 2005), and leader identity development (LID) has been discussed as an outcome of meaning making (Zaar et al., 2020). Chung and Personette (2019) identified meaning making as necessary to the LID process. Day and Dragoni (2015) attributed changes in meaning making structures to leader identity development (Miscenko et al., 2017).…”
Section: Introductionmentioning
confidence: 99%
“…Although there are many entry points to leadership education, it feels as if the default path is through a doctorate program to become a faculty member. Chung and Personette (2019) discuss the definition of leadership educator to expand beyond higher education into youth programs, student affairs practitioners, local clubs, and other extension programs. When most conversations are centered on academic classrooms and higher education, other forms of leadership development and education can be overlooked and omits others from important conversations and lessons about shaping young people.…”
Section: In Our Fieldmentioning
confidence: 99%
“…In the past, leader identity development has been described as a process of meaning construction that involves numerous contextual factors, such as relationships (Zheng & Muir, 2015). Chung and Personette (2019) discussed meaning-making, specifically reflection, as essential to leader identity development. Additionally, changes in meaning-making capacity have also been tied to leader identity development (Day & Dragoni, 2015;Miscenko, Guenter, & Day, 2017).…”
Section: Introductionmentioning
confidence: 99%