The purpose of this longitudinal quantitative study was to determine the academic impact of the Leader in Me process on a public elementary school in Delaware as it relates to growth in reading and mathematics using the Measures of Academic Progress. This longitudinal case study focused on determining if a significant statistical difference…

This instrumental case study explored the development of a reciprocal relationship between a White faculty member and a Latino student during a community-based research project. This case study was situated at a regional comprehensive university (RCU) with a Hispanic-Serving Institutions (HSIs) designation. Funds of knowledge (FoK) theory was used…

Background and purpose: In 2020, the New Zealand Ministry of Education updated the national curriculum policy for sexuality education, broadening the focus to 'relationships and sexuality education' and strengthening guidance for both primary (Years 1-8) and secondary (Years 9-13) schools. The resulting guides detail how schools might take a…

Within institutions of higher education, shared governance is an essential component to a healthy functionality. Among the many stakeholders at these institutions, students are the largest in number and hold primacy. Participation in student governance establishes a sense of shared ownership over their communities while also providing a unique…

This piece is presented from ongoing empirical research exploring barriers to student (re)engagement at a Midwestern university as COVID-19 persists. While college student personnel have worked to restore student life as campus operations have transitioned back in-person, college student engagement has struggled at many institutions across the…

This article highlights learning lessons and best practices from the California Campus Catalyst Fund (CCCF), a unique three-year, $14M grant and technical assistance initiative, which supports programs for undocumented students at 32 campuses within each of the public higher education segments in California (University of California, California…

Federal and state initiatives designed to improve schools have created unintended, negative consequences. Educational research studies link these initiatives to declines in teacher job satisfaction, decreased teacher retention, and the potential development of adversarial relationships between teachers and administrators (Darling-Hammond, 2010).…

Belonging and shame find themselves on a spectrum. Shame is on one end belonging the other. In the university setting belonging is widely researched. However, it is not known how shame resilience effects a college's students sense of belonging. This study tapped into shame resilience theory and self-authorship to start the conversation about shame…

Leadership definitions, educational approaches, and frameworks are often founded through a western lens that denigrates cultural values. With the growing Latin* student population on college campuses, there is a demand for filling the gap in empirical research and literature on Latin* leadership education. This research explored generativity and…

This article stemmed from discussions related to residence committee members and their role as leaders within their communities. The ideas presented during these conversations gave rise to a research interest for a conceptual exploration of collaborative and progressive social transformative brokering within a complex context. In particular, the…

While there are well-established personal benefits to being a mentor, such as increased life satisfaction and job performance (Ramaswami & Dreher, 2007), how mentors grow and develop requires exploration. We meet this need by presenting six key themes from two recent research studies related to the experiences that mentors perceived as…

There is a growing body of literature signaling the relevance of race in leadership development, but many conventional models do not prompt exploration of this social identity. The omission of race in leadership curriculum is disadvantageous for all college students, but among White student leaders, it may be a continuance of White privilege. The…

This chapter provides recommendations for aligning instructional strategies with learning outcomes and leadership competencies to foster intentional student leadership development.

This chapter explores the concept of intersectionality and its applicability to student leadership development as well as recommendations on how intersectionality can provide transformative learning for students of all gender identities.

This chapter explores the potential and promise of student organization advisors in facilitating student leader development. Through exploration of key aspects of institutional support, the author identifies ways that advisors of all backgrounds contribute to the teaching and learning experiences of students.