Full Description
A goal of higher education is to develop students into leaders capable of guiding modern society. Too often, though, the leadership development curricula does not address the diversity of student populations, a critical failing if the new leaders are to respond comprehensively to societal issues. By addressing the intersection of undergraduate leadership development and student diversity, this volume provides insight on effective programming and intentional interventions, offering paths to optimize the development of all students identity and capacity to lead. 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 Effective Practices * Implications for Policy, Practice, and Future Research This is Volume 39 Issue 4 of the Jossey-Bass publication ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey.
Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Contents
Executive Summary vii Foreword xi A Changing World Calling for New Leaders 1 Leadership and Diversity 4 Guiding Framework 5 Organization of Monograph 7 Contributions of Monograph 8 Defining Leadership Language and Guiding Models 11 Distinguishing Leader and Leadership 13 Distinguishing Leader and Leadership Development 15 Th e Individual: Leader-Based Models 16 Th e Process: Leadership-Based Models 21 Diverse Student Identity and Capacity Development 29 Student Identity and Capacity Development 30 Diverse Student Identity Development 39 Diverse Student Leader Identity 43 Diverse Student Leader Capacity 50 Environment Matters 55 National Context 56 Institutional Context 58 Curricular and Cocurricular Context 62 Exemplary Programs and Characteristics of Eff ective Practices 67 Exemplary Programs 67 Characteristics of Eff ective Practices 77 Guiding Questions for Eff ective Programming 84 Implications for Policy, Practice, and Future Research 89 Policy Implications 90 Practical Implications 91 Contributions to Future Research 93 Conclusion 94 Notes 101 References 103 Name Index 115 Subject Index 119 About the Authors 123
