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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.

AbstractThis article reviews foundational scholarship related to leadership identity development (LID). The LID grounded theory and resultant model are explained, and subsequent replication and translation studies are overviewed and thematized. The authors also interrogate how issues of diversity, equity, and inclusion shape the development and enactment of leadership identity development, including structured inequalities and barriers to opportunity. We conclude with examples of how institutions of higher education have utilized the LID framework for programs, policies, and institutional transformation.

AbstractThough promoting student advocacy has become an essential part of leadership education, few studies explore development of advocacy in leadership education. This article offers how distortions, an aspect of a Black feminist reframing of dissonance, is related to existing leadership education literature. It then introduces students' voices demonstrating the importance of the realization of distortions in student advocacy development and links distortions with how power communicates and upholds systemic oppression. Finally, we offer practical recommendations based on a case scenario that utilize Black feminist perspectives of dissonance in refining student advocacy leadership education. Such insight prompts more effective strategies in student advocate development.