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"At this time of social flux, of changing demographics on campus and the world beyond, of recognition of intersectional identities, as well as the wide variety of aspirations and career goals of today's women undergraduates, how can colleges and universities best prepare them for the demands of modern leadership? This text speaks to the changing context of today's women students' experiences, recognizing that their work life goals may go beyond climbing the corporate ladder to include social innovation and entrepreneurial goals, policy and politics, and social activism"--

This chapter explores how community engagement creates opportunities to facilitate meaningful discussions about issues including: the nature and sources of power; who benefits and who is silenced by service and leadership efforts; which community actions result in change rather than charity; and how to developmentally sequence reflective practice.

Leadership education is undergoing a transformation where powerful pedagogies and emerging knowledge about the scholarship of teaching and learning supplant long held and often‐outmoded practices of leadership education. This transformation requires new commitments to evidence‐based practice, critical consciousness, and more complex understanding of the levers of leadership learning.

Integrating diverse conceptions of leadership across different disciplines, perspectives, and epistemologies is imperative if leaders are to operate in a global and networked world. Interdisciplinary and integrative leadership courses and digital learning communities are featured examples.

AbstractThis article examines various applications of the leadership identity development (LID) grounded theory and model and explores the process used to apply LID to the construction of collegiate student leadership development experiences. Featured programs include those that use LID as a design element of the program, but do not explicitly teach it; those that explicitly teach the content of the LID theory and model in leadership programs and curricula; and those that use LID at the institutional level to inform university‐wide leadership programming. The article concludes with critiques and considerations for leadership educators interested in applying LID in their leadership education and development programs.

"Elgar Research Agendas outline the future of research in a given area. Leading scholars are given the space to explore their subject in provocative ways, and map out the potential directions of travel. They are relevant but also visionary. Adopting a multi-level perspective, this innovative Research Agenda offers a comprehensive and critical overview of research on all aspects of contemporary leadership education. Bringing together enlightening contributions from experienced scholars of leadership education along with a team of early career critical scholars, the book examines essential dimensions of leadership education processes and outcomes and interrogates the knowledge bases that shape these dimensions. It explores higher educational contexts, different types of leadership learners, key program design elements and pedagogies, and classic and critical research methodologies. Each chapter adopts a critical analysis approach to scrutinize existing research and identify key challenges, gaps, and tensions in the field of leadership learning and development. Providing a rationale for centering the future of leadership education in social justice, the book ultimately challenges the reader to prioritize innovation, inclusion, and equity in their research and practice going forward. This state-of-the-art Research Agenda will prove an essential resource for leadership educators and practitioners interested in advancing equity and social justice outcomes in their program delivery. Its overview of the cutting edge of research will also be foundational in introductory graduate leadership education programs"--

Intro -- WE ARE THE LEADERS WE'VE BEEN WAITING FOR -- COPYRIGHT -- CONTENTS -- FOREWORD -- ACKNOWLEDGMENTS -- 1 WE ARE THE LEADERS WE'VE BEEN WAITING FOR -- 2 A CRITICAL MOMENT FOR WOMEN AND LEADERSHIP -- 3 WHO AM I TO LEAD? -- 4 HOW DID WE GET HERE? -- 5 FEMININE OR FEMINIST APPROACHES? -- 6 WHAT DIFFERENCE DOES DIFFERENCE MAKE? -- 7 NAVIGATING ORGANIZATIONS AND SYSTEMS -- 8 BEWARE OF PRECARIOUS PEDESTALS -- 9 REIMAGINING WOMEN AND LEADERSHIP -- GLOSSARY -- REFERENCES -- ABOUT THE AUTHOR -- INDEX -- Also available from StylusDisrupting

AbstractLeadership knowledge is viewed as an essential aspect of overall leadership learning, yet questions abound as to who decides what forms of knowledge are recognized as legitimate. This article reviews existing frames of leadership knowledge along with prior attempts to codify leadership knowledge. We then examine the function of leadership knowledge within the leadership learning framework (LLF) and explore how it connects to and illuminates other facets of the LLF model. Finally, critical questions are asked about the future evolution of leadership knowledge and the roles of context, culture, and complexity in decolonizing leadership knowledge.

AbstractAs leadership can be developed and practiced in multiple on‐ and off‐campus contexts, this chapter offers ways to make experiential opportunities more accessible to poor and working‐class students. Aiding students in leveraging leadership learning experiences they already have through family and community roles are explored.

Intro -- Women and Leadership Development in College: A Facilitation Resource -- COPYRIGHT © 2021 BY STYLUS PUBLISHING, LLC. -- Table of Contents -- Foreword -- Preface -- Acknowledgments -- How to Use This Resource -- SECTION ONE: A Critical Moment for Women and Leadership -- Module 1.1: Dominant Ideologies and Hegemonic Mechanisms Impacting Women's Leadership -- Module 1.2: Understanding the Terminology of Gender -- Module 1.3: Reviewing the Three (Four?)Waves of Feminism -- Module 1.4: "Add Women, Change Everything": Disrupting the Leadership Story Most Often Told -- SECTION TWO: Who Am I to Lead? The Role of Identity, Intersectionality, and Efficacy in Leadership Development -- Module 2.1: Developing Leadership Efficacy Through Critical Self-Reflection -- Module 2.2: Predecessors, Instigators, and Inheritors -- Module 2.3: The Johari Window: A View Into Leadership -- Module 2.4: Identity and Intersectionality in Leadership -- Module 2.5: Leadership Identity Development: Letter to My Future Self -- SECTION THREE: How Did We Get Here? How Gender Socialization Shapes Women in Leadership -- Module 3.1: Key Concepts of Gender Socialization and Media Influences -- Module 3.2: The Mythical Norms of Leadership -- Module 3.3: Formative Influences Shaping Women's Leadership: Gender Socialization Timeline -- Module 3.4: Personal Leadership Fairy-Tale Rewrite -- SECTION FOUR: Feminine or Feminist Approaches? Leading Across Campus and Community -- Module 4.1: The Role of Men and Gender-Nonconforming Individuals in Feminist Leadership -- Module 4.2: Cross-Cultural Issues and Opportunities in Leadership -- Module 4.3: Gender and Leadership in Non-Western Cultures -- Module 4.4: Exercising Feminine and Feminist Leadership: A Storytelling and Echoes Experience.

AbstractThe article summarizes a conversation with early career scholars who utilize the LID theory and model in their scholarship and practice. Authors offer thoughts as to which aspects of leader and leadership identity development remain most useful to leadership education and development, as well as ways this body of scholarship might also be incomplete and insufficient. They reflect on how leader and leadership identity development theorizing is related to identity, equity, and power. The article concludes with ideas about how the scholarship and practice of leadership identity development may evolve in the future for deeper leadership identity development.