Critical Perspectives on Gender and Student Leadership: New Directions for Student Leadership, Number 154
DescriptionHow do students’ social identities, particularly their gender, influence their leadership practices and development? Using Kimberlé Crenshaw’s concept of intersectionality as a framework, this volume discusses existing and emergent research on gender and leadership and offers key strategies and on how leadership educators can engage students in these topics and provide contemporary critical thinking on how gender and leadership inform one another.
This volume examines:
- the ways intersectionality can be used as a lens for gender and leadership,
- key considerations for developing and advancing leadership among women, men, and trans* students,
- programs and experiences grounded in critical self-reflection and leadership learning among students of all genders, and
- opportunities for leadership educators to navigate topics of gender and leadership, emphasizing their own self-work and avenues for affecting positive change.
The Jossey-Bass quarterly report series New Directions for Student Leadership explores leadership concepts and pedagogical topics of interest to high school and college leadership educators. Issues are grounded in scholarship and feature practical applications and best practices in youth and adult leadership education.
EDITORS’ NOTES 5
Daniel Tillapaugh, Paige Haber-Curran
1. Gender and Student Leadership: A Critical Examination 11
Paige Haber-Curran, Daniel Tillapaugh
This chapter includes an overview of existing and emerging literature on gender and student development and key opportunities for leadership educators’ practice to broaden our understanding of gender and student leadership.
2. Considering Gender and Student Leadership Through the Lens of Intersectionality 23
Daniel Tillapaugh, Donald Mitchell Jr., Krista M. Soria
This chapter explores the concept of intersectionality and its applicability to student leadership development as well as recommendations on how intersectionality can provide transformative learning for students of all gender identities.
3. Student Leadership Development for Girls and Young Women 33
Paige Haber-Curran, Lorri Sulpizio
In this chapter, the authors examine the current literature and identify critical areas for future practice to support the needs of girls and young women and their leadership practices.
4. Masculinity, Leadership, and Liberatory Pedagogy: Supporting Men Through Leadership Development and Education 47
Cameron Beatty, Daniel Tillapaugh
In this chapter, the authors make the case that leadership educators can support boys and young men by examining the intersections of the socialization of masculinity and leadership through the use of liberatory pedagogy.
5. Trans∗ Leadership 59
T.J. Jourian, Symone L. Simmons
Focusing on emerging literature on trans∗ and gender nonconforming students and their leadership, this chapter outlines the ways trans∗ students are engaged in leadership in educational institutions and outside of them and discusses implications for staff and faculty regarding how to support and engage these students and their leadership.
6. Self-Work on Gender for Leadership Educators: Reflections from Our Experiences 71
Erin Lovette-Colyer, Michael Lovette-Colyer
This chapter explores the need for leadership educators to engage in self-work around their understanding of gender, particularly drawing upon the self-learning from the authors’ personal experiences of facilitating retreats on gender.
7. Gender and Leadership: A Call to Action 83
Heather D. Shea, Kristen A. Renn
This chapter presents a call to action for changes in the way that educators conceptualize gender, particularly within the context of leadership development and education.