In this chapter, the authors synthesize ideas presented by authors in this issue and provide considerations of social class in leadership development. Recommendations and guidance for deepening the influence educators have on leadership learning practices regarding social class are included.

Leadership education as a field of study has largely been considered multi- or interdisciplinary, yet many leadership educators find their programs siloed within the constructs of higher education institutions inadequate in addressing complex issues of today's world. The authors challenge organizations to embrace a truly transdisciplinary approach…

This article is an exploration into the purpose of leadership education and leadership learning in higher education. It will simultaneously explore who leadership education is for and investigate privilege, identities, class, and the intersecting impact on access to these programs and content.

In this chapter, the authors offer constructs for understanding the broad nature of social class and how social class identity can, and does, influence leadership identity, capacity, and efficacy. Utilizing the social class worldview model in combination with cultural mismatch theory, the authors position culturally relevant leadership learning as…

The confluence of crises facing our global and local communities have challenged leadership educators to think and practice differently. This has meant shifts in how we teach, how we connect with students, and how we understand our role in making change in our institutions and communities. How can we navigate change personally and as a community?…

Identity-based leadership courses support and engage more Latinx students in higher education by focusing on identity development and capacity building. Academic courses that take into consideration cultural relevance foster the academic persistence of undergraduate Latinx students and can support degree completion. This article explores the…

This chapter focuses on the teaching, mentoring, and scholarship on the preparation of future leadership educators through an exploration of the leadership learning framework, graduate faculty roles, and the framework for leadership educator professional development.

This chapter focuses on strategies and processes that integrate leadership learning across institutions. It discusses how leadership education fits a liberal education in various institutional types and operationalizes leadership and liberal arts curricula with five competencies.

The increasing population of students engaging in online and digital spaces poses unique leadership development challenges in mentoring, coaching, and advising. This chapter discusses the importance of using digital spaces for leadership development and students' sense of belonging.

The culturally relevant leadership learning (CRLL) model is explored through the lens of theory and practice. This creates critical questions to guide leadership educators in the ongoing process of transforming leadership programs.

This chapter introduces the critical domains of culturally relevant leadership learning. The model explores how capacity, identity, and efficacy of student leaders interact with dimensions of campus climate.

This article examines the use of a book discussion as an instructional tool for developing leadership exploration competency skills in university students, as it pertains to the study of women and leadership. A book discussion centered on Sheryl Sandberg's book "Lean In" was held as a means to conceptualize discourse regarding leadership…

In working to develop undergraduate student leadership capacity, Florida State University created the Undergraduate Certificate in Leadership Studies. This program, grounded in leadership theory and framed by a seamless learning model, has been influential in development of student leadership perceptions and capacity. This article addresses the…

Leadership experiences, arguably some of the most significant developmental opportunities in college, are ripe for helping students move from mere engagement to making meaning of and learning from their leadership experience. The International Learning Association's teaching and learning area asks: "what methods are most appropriate to ensure…

Values clarification is a dynamic process in which people come to understand what they individually view as important in their lives by placing a name or label to what one values. This process commonly occurs during the traditional college years and is a critical component of leadership education. This qualitative study examined how junior-level…