Cultivating Leader Identity and Capacity in Students from Diverse Backgrounds E-Book

Kathy L. Guthrie

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B ASHE-ERIC Report Series (AEHE)
• Sprache: Englisch

Seitenzahl: 203

Veröffentlichungsjahr: 2013

Beschreibung

A goal of higher education is to develop students into leaderscapable of guiding modern society. Too often, though, theleadership development curricula does not address the diversity ofstudent populations, a critical failing if the new leaders are torespond comprehensively to societal issues. By addressing theintersection of undergraduate leadership development and studentdiversity, this volume provides insight on effective programmingand intentional interventions, offering paths to optimize thedevelopment of all students' identity and capacity tolead. Table of Contents * A Changing World Calling for New Leaders * Defining Leadership Language and Guiding Models * Diverse Student Identity and Capacity Development * Environment Matters * Exemplary Programs and Characteristics of EffectivePractices * Implications for Policy, Practice, and FutureResearch This is Volume 39 Issue 4 of the Jossey-Bass publicationASHE Higher Education Report. Each monograph in theseries is the definitive analysis of a tough higher educationproblem, based on thorough research of pertinent literature andinstitutional experiences. Topics are identified by a nationalsurvey. Noted practitioners and scholars are then commissioned towrite the reports, with experts providing critical reviews of eachmanuscript before publication.

Leseprobe

Contents

Executive Summary

Foreword

A Changing World Calling for New Leaders

Leadership and Diversity

Guiding Framework

Organization of Monograph

Contributions of Monograph

Defining Leadership Language and Guiding Models

Distinguishing Leader and Leadership

Distinguishing Leader and Leadership Development

The Individual: Leader-Based Models

The Process: Leadership-Based Models

Diverse Student Identity and Capacity Development

Student Identity and Capacity Development

Diverse Student Identity Development

Diverse Student Leader Identity

Diverse Student Leader Capacity

Environment Matters

National Context

Institutional Context

Curricular and Cocurricular Context

Exemplary Programs and Characteristics of Effective Practices

Exemplary Programs

Characteristics of Effective Practices

Guiding Questions for Effective Programming

Implications for Policy, Practice, and Future Research

Policy Implications

Practical Implications

Contributions to Future Research

Conclusion

References

Name Index

Subject Index

About the Authors

Cultivating Leader Identity and Capacity in Students from Diverse Backgrounds

Kathy L. Guthrie, Tamara Bertrand Jones, Laura Osteen, Shouping Hu

ASHE Higher Education Report: Volume 39, Number 4

Kelly Ward, Lisa E. Wolf-Wendel, Series Editors

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Advisory Board

The ASHE Higher Education Report Series is sponsored by the Association for the Study of Higher Education (ASHE), which provides an editorial advisory board of ASHE members.

Ben Baez

Florida International University

Kevin Kinser

SUNY – Albany

Amy Bergerson

University of Utah

Dina Maramba

Binghamton University

Edna Chun

University of North Carolina Greensboro

Robert Palmer

Binghamton University

Susan K. Gardner

University of Maine

Barbara Tobolowsky

University of Texas at Arlington

MaryBeth Gasman

University of Pennsylvania

Susan Twombly

University of Kansas

Karri Holley

University of Alabama

Marybeth Walpole

Rowan University

Adrianna Kezar

University of Southern California

Rachelle Winkle-Wagner

University of Nebraska – Lincoln

Executive Summary

Higher education is tasked with developing the next generation of leaders who will lead our modern society. This modern world experiences constant transformation. Transformation is particularly evident in the context of globalization and dramatic demographic changes. As a result, our society is inexorably becoming more diverse, which in turn presents opportunities as well as challenges. The seemingly intractable inequality in educational and economic attainment for citizens of different racial and ethnic and socioeconomic backgrounds is one of these challenges with profound social implications. Institutions of higher education in the United States are traditionally considered both a mirror of our society and a force for social change. Thus, it is not surprising that colleges and universities are expected to play active roles in addressing social issues. Many leading scholars and prominent groups believe in higher education’s role in solving these issues through cultivating students’ leadership capacity to effectively advance the well-being of communities and larger society. Campus administrators and educators are called on to create environments where students will develop their leadership knowledge, skills, and values.

To accept this responsibility fully, universities should accept the vital duty to develop students from diverse backgrounds as leaders. To respond to the complex challenges in our modern world, a specific focus on the intersection of leadership and diversity is critical. Developing the leadership capacities of diverse students not only creates our future national and international leaders, but also responds to the mandates within many institutional missions. The diverse background of college students and the increasing diversity of the United States are important considerations in developing college students into leaders that can make a positive difference. To respond adequately, there is a need to better understand what contributes to undergraduate leadership development; the leadership perspectives of students with diverse backgrounds; and the policies, programs, and practices that are effective in developing all students into future leaders.

How students develop leadership capacity, as well as how institutions measure this outcome, varies greatly upon one’s definition and framing of the concepts. If educators define leadership as the sole activity of positional leaders, they will miss the diverse range of students influencing the campus, community, and global world. The evolution of leadership theories, attention to student outcomes, and increasing demand for effective leaders presents the opportunity to reexamine the policy and practices for cultivating leadership capacity within students of diverse backgrounds to meet the needs of a changing world. The existing literature from the fields of leadership and diversity provides a complex and fascinating picture of leadership development of diverse students on our campuses.

This monograph centers on optimizing collegiate environments to increase diverse students’ capacity to lead. Astin’s (1993) “input-environment-outcome” (I-E-O) college impact model provides a conceptual framework for this report. The I-E-O model holds that precollege inputs and elements of the college environment interact to produce a range of outcomes, specifically students’ characteristics after exposure to college. While there are numerous precollege inputs, precollege experiences, and precollege attitudes, we focus on the demographics and identity of diverse students. We start this monograph with a discussion of the importance of leadership development in undergraduate students, situated in the recurring calls for effective leadership for social change in the contemporary United States. Subsequently, we briefly review theories on effective leadership from a multidisciplinary perspective, focusing specifically on college student leadership development from literature in student development and higher education, as well as other relevant literature. Third, the patterns of undergraduate student leadership development for college students of different backgrounds are described. Finally, programs that can help students develop leadership capacity and analyze the features that make such programs effective are presented. Implications and recommendations for institutional improvement and further research are discussed at the end of the monograph. Special attention to the similarities and differences in student leadership development for students of different backgrounds are focused on throughout this monograph.

The intersection of undergraduate leadership development and the diversity of college students is presented to provide insight on effective programming and intentional interventions to optimize the development of all students’ capacity to lead. Developing students’ identity and capacity to create sustainable solutions to the challenges our communities face is one of the most pressing issues in higher education. Connecting the significant outcomes of leadership and diversity in higher education will enhance colleges’ and universities’ ability to educate leaders prepared to create positive change in local and global communities.

Foreword

Research on the barriers to access for students from historically underrepresented groups, on the stratification of higher education, and on the inability of institutions to recruit and retain a diverse student body is plentiful. But there is much less research and theory on what happens when these historically underrepresented students do make it on campus. What can institutions that have successfully recruited a diverse pool of students do to enhance their collegiate experience? This monograph, titled Cultivating Leader Identity and Capacity in Students from Diverse Backgrounds, by Kathy L. Guthrie, Tamara Bertrand Jones, Laura Osteen, and Shouping Hu, fills this void. The monograph argues that leadership development on college campuses has too often focused on reaching students who have traditionally been recognized as leaders rather than thinking of leadership more broadly. Further, they argue that students who are from historically underrepresented groups in terms of race, gender, sexuality, and other forms of difference would benefit (as would the institution and society as a whole) if leadership development programs were more intentional about serving a more inclusive group of student leaders.