This study explored the experiences of undergraduate BIPOC students in leadership education and development programs at two predominantly white institutions of higher education. Informed by interpretative phenomenological analysis, interviews with 36 students in various leadership roles (including residence life, peer mentoring, student…

Higher education in the United States has a unique opportunity to educate students to practice leadership to address complex problems. A limited number of universities bear the label "elite" as a result of highly selective admissions criteria, cost, age, and position in popular national rankings. Additional scrutiny of these institutions…

A handful of models and measures currently exist for the purpose of assessing student capacity for leading social change. Ample research suggests that students of different racial and gender identity groups exhibit various understandings, motivations, and behaviors related to social engagement and transformation, yet few studies take into…

Using data from the Multi-Institutional Study of Leadership, this study examines the relationship between the eight values of the Social Change Model of Leadership Development with a student's spiritual quest. Finding consistent positive relationship between the two constructs, the article discusses the intentional use of reflection in student…

The purpose of this paper is to examine the impact of age and gender on student leadership capacity during a 16-week, for-credit academic leadership course at a regional mid-western university. The course promoted the tenets of the Social Change Model of Leadership (SCM) through theoretical and application-based projects. Participants completed…

With university mission statements focused on preparing emerging adult students for globally inclusive professional careers, moral and leadership development has become a central focus of many colleges and universities (Bass, 1991; Binghamton University, 2016; Zimmerman-Oster & Burkhardt, 1999). Colleges and universities utilize interactions…

Focus is on opportunities for participant personal growth and development with emphases on: (1) contradictions implicit in values/feelings exploration in an evaluative academic context; (2) conflict between leaders' needs and participants' needs; and (3) the issue of coleadership. (Author/MJB)

Background assumptions about leadership are challenged and ways of teaching leadership to college students are questioned. The emerging beliefs of leadership are that it will be practiced in a dynamic and constantly changing system. What may be important is the inner-development of values, ethics, world views, and beliefs of the potential leader.…

Using longitudinal data from 875 students, assesses whether student participation in leadership education and training programs has an impact on educational and personal development. Results indicate that leadership participants showed growth in civic responsibility, leadership skills, multicultural awareness, understanding of leadership theories,…

Proposes that development opportunities designed to clarify one's values and beliefs as part of an overall leadership training model will help meet one of society's most pressing needs: leadership rooted in the cultural value of improving the human condition for everyone. (Author)

This manual provides schools with guidelines for developing leadership training that empowers American Indian students to become contributing citizens of their school and community. In November 1994, the Association of Community Tribal Schools sponsored a seminar that sought input from American Indian students regarding leadership training. This…