Insights on leadership education through the identity lenses and intersections of social class and gender are provided. Ideas are offered on how to facilitate leadership learning opportunities that recognize and reduce classism and gender oppression.

In this qualitative study the authors examined the teaching and facilitation practices of facilitators in multi-day co-curricular leadership programs for college students. Building on Bain's (2004b) notable study on the practices of effective college teachers, the study focused on teaching in co-curricular contexts. In-depth interviews of 15…

In this chapter, the authors examine the current literature and identify critical areas for future practice to support the needs of girls and young women and their leadership practices.

This chapter includes an overview of existing and emerging literature on gender and student development and key opportunities for leadership educators' practice to broaden our understanding of gender and student leadership.

Alongside the growing emphasis on global education within higher education is a greater focus on global leadership and global citizenship within leadership education. In this application manuscript the authors provide examples and discussion of how they have used the Emotionally Intelligent Leadership model as a framework for teaching leadership…

This chapter continues the discussion of what leadership education is and highlights the importance of emotionally intelligent leadership. The authors assert the need for deliberate practice and better collaboration between student affairs, academic affairs, and academic departments to develop emotionally intelligent leaders.

In this exploratory, qualitative study, the authors examine practices of high quality facilitators in multi-day co-curricular leadership institute programs for college students. In-depth interviews of 15 high quality lead facilitators resulted in the identification of two key practices describing how facilitators prepare for the leadership…