This article addresses how leadership scholarship perpetuates whiteness and the problems this causes for educators and students advancing social justice. The organizations that the authors oversee deliver place-based, community-driven programs serving youth and families from the lowest quartile of the socioeconomic ladder. Their constituents are…

Using the Aspen Young Leaders Fellowship as a case study, the authors assert that leadership educators have a responsibility to apply critical perspectives to their work with evidence-based practice, which involves interrogating assumptions as well as reconstructing pedagogical and design practices to increase equity in leadership education.

This chapter positions the integration of critical perspectives in leadership development as imperative. Content introduces the integrated model of critical leadership development and outlines four steps to deepen the practice of critical leadership development in leadership education.

Recognizing that young people are resilient in many ways, they need adequate and adaptive models to utilize as they address the complexities that are part of today's world. This chapter introduces critical perspectives as an essential framework for learning about youth capacity-building for international leadership.

Using an ethnically diverse, national sample, this study used structural equation modeling to investigate the development of leadership self-efficacy (LSE) among 2,223 Asian American college students by focusing on the influences of racial identity (using the construct of collective racial esteem; CRE) and resilience. Results demonstrated a strong…

This chapter addresses the overemphasis on individual-leader development in leadership education, offering insights and pragmatic approaches for advancing collective leadership focused on social and political change.

This perspective piece addresses specifically future lines of inquiry and practice that advance the goals of the agenda through an interdisciplinary approach to leadership studies. Here, the authors explain in-depth the contexts of an interdisciplinary approach to the agenda and address specific challenges therein. In order to provide clarity to…

From individual student learning outcomes to full-scale program enhancement, assessment is critical in developing and sustaining leadership education. This chapter will look at assessment techniques and trends spanning from local to global frameworks. International Leadership Association overarching Outcomes and Assessment Guiding Question: "What…

This study examined relationships between social perspective-taking (SPT) and the individual, group, and societal domains of socially responsible leadership. SPT is a higher-order cognitive skill linked to moral development and social coordination, but never empirically connected to leadership development. Analyses determined SPT has a strong…

This study examined differential effects of various types of individual leadership experiences (e.g., retreats, academic minors) on college students' capacities for socially responsible leadership using data from 8,961 seniors representing 99 colleges and universities. Participation in individual leadership experiences explained a significant,…

This is a must-have book for leadership educators and all student affairs professionals who want to develop impactful leadership programs and the leadership capacity of students. This book contains: (1) Advancing Leadership Education (Susan R. Komives); (2) Leadership Theories (John P. Dugan and Susan R. Komives); (3) Research on College Student…

Mentorship is empirically related to several desired outcomes in college students including academic success and career development. Yet little is known about how mentorship aids leadership development in college students. This study uses data from the Multi-Institutional Study of Leadership, a national study with more than 110,000 participants…

Given the high rate at which students report participation in cocurricular group experiences during college, it becomes critical to have a clear understanding of how these experiences related to both one another and educational outcomes. Existing research examined specific types of group experiences or simple involvement in general, failing to…

The purpose of this study was to examine similarities and differences in students' capacities for socially responsible leadership as well as significant predictors of its development at a higher education institution in Mexico as compared with US schools. Results revealed that Mexican students both entered and left college with significantly…

This study of 14,252 college seniors from 50 institutions representing 25 states and the District of Columbia explored the influences of higher education on eight leadership outcome measures theoretically grounded using the social change model of leadership development. Hierarchical regression models explained between 31% and 40% of the variance…