scholarly journals Incubators for Student Leader Identity Emergence

2021 ◽  
pp. 1-18
Author(s):  
David Arendale
Keyword(s):  
Leader Identity ◽  
Student Leader

Heterosexual Student Leader Attitudes Regarding Lesbian, Gay, and Bisexual Students

NASPA Journal ◽  
2004 ◽  
Vol 41 (4) ◽  
Author(s):  
Sharon Horne ◽  
N. Dewaine Rice ◽  
Tania Israel
Keyword(s):  
Student Affairs ◽  
Campus Climate ◽  
Student Affairs Professionals ◽  
Student Leaders ◽  
Careful Selection ◽  
Positive Attitudes ◽  
Student Leader ◽  
Training And Supervision ◽  
And Bisexual ◽  
Lgb Students

This study examined student leaders’ attitudes towards lesbian, gay, and bisexual (LGB) students and compared resident advisors’ (RAs) attitudes to those of other student leaders. Despite careful selection, training, and supervision of RAs, results revealed no differences between RAs’ attitudes and those of other student leaders. The number of LGB family and friends reported by participants was the only factor significantly related to positive attitudes toward LGB individuals. Implications for student affairs professionals are discussed, and suggestions for improving campus climate for LGB students are provided.

Holistic Leader(ship) Development: An Integrative Process Model of Leader and Leadership Development

2021 ◽  
Author(s):  
H. Michael Schwartz ◽  
Pooja Khatija ◽  
Diana Bilimoria
Keyword(s):  
Leadership Development ◽  
Identity Development ◽  
Organizational Support ◽  
Process Model ◽  
Leader Development ◽  
Leadership Capacity ◽  
Future Research ◽  
Organizational Contexts ◽  
Leader Identity ◽  
Capital Development

The question of how to efficiently, holistically, and successfully develop leaders has been the focus of scholars and practitioners for several decades. Embedding the process of leader development in organizational contexts allows participants to develop and apply leadership knowledge, skills, and identity awareness. Embeddedness facilitates the holistic integration of the interactive processes of leader development (which focuses on increasing the leadership capacity of an individual) and leadership development (which focuses on increasing the leadership capacity of an organization), which is referred to in this article as leader(ship) development (LD). Two sub-processes involved in LD (i.e., general and situational identity development and knowledge/skill/social capital development) and four mechanisms of embeddedness that facilitate holistic LD (i.e., leader identity integration, opportunities to learn and develop in the organization, organizational support and feedback, and helping relationships) will be described. A discussion on the ways by which management education pedagogy can integrate and facilitate embeddedness and provide guidance for future research will follow.

scholarly journals IASAS Student Leader Global Summit 2019

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Lisa Bardill Moscaritolo ◽  
Rozanne Engel ◽  
Tonia Overmeyer
Keyword(s):  
Student Leader

The role of the officers’ mess in inclusive military leader social identity construction

Leadership ◽  
2021 ◽  
pp. 174271502110636
Author(s):  
Edward Gosling
Keyword(s):  
Identity Construction ◽  
Military Leader ◽  
Leadership Identity ◽  
Leader Identity ◽  
The Past ◽  
Legal Traditions ◽  
Shared History ◽  
Integral Feature

Leadership is fundamentally a social phenomenon, and a leader’s legitimacy in personal and social terms is determined partly by how effectively they incorporate the prototypical leader identity. Using the historical British officers’ mess as a case study, this article presents a conceptual examination of the function place can perform in the construction of collective leader identities and the interconnected influence shared history, materiality and social interaction can have in encouraging inclusivity in leadership. Leadership identity is an integral feature of military life which has historically drawn on complex cultural and legal traditions to underwrite the individual’s right to command. This article will argue that social places such as the officers’ mess have been utilised as a means of cultivating cohesion in the past and that they may have an application in furthering inclusive collective leader identities in the future.

Marinera with the Yankees

2018 ◽  
pp. 91-124
Author(s):  
Iñigo García-Bryce
Keyword(s):  
United States ◽  
Latin America ◽  
Cold War ◽  
Latin American ◽  
State Department ◽  
The United States ◽  
Political Asylum ◽  
Student Leader ◽  
The Cold War ◽  
The U.S

This chapter explores Haya’s changing relationship with the United States. As an exiled student leader he denounced “Yankee imperialism” and alarmed observers in the U.S. State Department. Yet once he entered Peruvian politics, Haya understood the importance of cultivating U.S.-Latin American relations. While in hiding he maintained relations with U.S. intellectuals and politicians and sought U.S. support for his embattled party. His writings increasingly embraced democracy and he maneuvered to position APRA as an ally in the U.S. fight fascism during the 1930s and 40s, and then communism during the Cold War. The five years he spent in Lima’s Colombian embassy awaiting the resolution of his political asylum case, made him into an international symbol of the democratic fight against dictatorship. He would always remain a critic of U.S. support for dictatorships in Latin America.

Social-Emotional Learning Iterations to Strengthen Programs in India for Gifted Students in Poverty

2022 ◽  
pp. 278-302
Author(s):  
Anabel L. Jensen ◽  
Cherilyn Gain Leet
Keyword(s):  
Social Emotional Learning ◽  
Gifted Students ◽  
Emotional Learning ◽  
Economically Disadvantaged Students ◽  
Social Emotional ◽  
Gifted Program ◽  
Student Leader ◽  
Academic Records ◽  
Effective Program ◽  
The City

A nonresidential gifted program for economically disadvantaged students in India (Grades 6 through 12) uses a continuum of services for social emotional learning (SEL) support to prepare students for college admission. The program stands in contrast to the residential gifted schools in India, which have minimal SEL considerations. SEL is deeply integrated with the Sitare Foundation program's design and evaluation by using emotional intelligence assessments and action plans to customize support for its students and staff. During the coronavirus pandemic, SEL training and mentoring of the city coordinators provided resilience models to encourage continued commitment to the program, especially for female gifted students. Three specific examples (student, leader, and coordinators) are presented as illustrations of growth and transformation. Continuous gathering of both qualitative and quantitative SEL data, combined with traditional academic records, is recommended for effective program iterations.

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