New Directions for
Student Leadership
Susan R. Komives
EDITOR-IN-CHIEF
Kathy L. Guthrie
ASSOCIATE EDITOR
Number 152 • Winter 2016
Jossey-Bass
San Francisco
Developing Culturally Relevant Leadership Learning
Kathy L. Guthrie, Tamara Bertrand Jones, Laura Osteen (eds.)
New Directions for Student Leadership, No. 152, Winter 2016
Editor-in-Chief: Susan R. Komives
Associate Editor: Kathy L. Guthrie
NEW DIRECTIONS FOR STUDENT LEADERSHIP, (Print ISSN: 2373‐3349; Online ISSN: 2373‐3357), is published quarterly by Wiley Subscription Services, Inc., a Wiley Company, 111 River St., Hoboken, NJ 07030‐5774 USA.
Postmaster: Send all address changes to NEW DIRECTIONS FOR STUDENT LEADERSHIP, John Wiley & Sons Inc., C/O The Sheridan Press, PO Box 465, Hanover, PA 17331 USA.
Copyright and Copying (in any format)
Copyright © 2016 Wiley Periodicals, Inc., a Wiley Company. All rights reserved. No part of this publication may be reproduced, stored or transmitted in any form or by any means without the prior permission in writing from the copyright holder. Authorization to copy items for internal and personal use is granted by the copyright holder for libraries and other users registered with their local Reproduction Rights Organisation (RRO), e.g. Copyright Clearance Center (CCC), 222 Rosewood Drive, Danvers, MA 01923, USA (www.copyright.com), provided the appropriate fee is paid directly to the RRO. This consent does not extend to other kinds of copying such as copying for general distribution, for advertising or promotional purposes, for republication, for creating new collective works or for resale. Permissions for such reuse can be obtained using the RightsLink “Request Permissions” link on Wiley Online Library. Special requests should be addressed to: permissions@wiley.com
Information for subscribers
New Directions for Student Leadership is published in 4 issues per year. Institutional subscription prices for 2017 are:
Print & Online: US$462 (US), US$516 (Canada & Mexico), US$562 (Rest of World), €366 (Europe), £290 (UK). Prices are exclusive of tax. Asia‐Pacific GST, Canadian GST/HST and European VAT will be applied at the appropriate rates. For more information on current tax rates, please go to www.wileyonlinelibrary.com/tax-vat. The price includes online access to the current and all online back‐files to January 1st 2013, where available. For other pricing options, including access information and terms and conditions, please visit www.wileyonlinelibrary.com/access.
Delivery Terms and Legal Title
Where the subscription price includes print issues and delivery is to the recipient's address, delivery terms are Delivered at Place (DAP); the recipient is responsible for paying any import duty or taxes. Title to all issues transfers FOB our shipping point, freight prepaid. We will endeavour to fulfil claims for missing or damaged copies within six months of publication, within our reasonable discretion and subject to availability.
Back issues: Single issues from current and recent volumes are available at the current single issue price from cs‐journals@wiley.com.
Disclaimer
The Publisher and Editors cannot be held responsible for errors or any consequences arising from the use of information contained in this journal; the views and opinions expressed do not necessarily reflect those of the Publisher and Editors, neither does the publication of advertisements constitute any endorsement by the Publisher and Editors of the products advertised.
Publisher: New Directions for Student Leadership is published by Wiley Periodicals, Inc., 350 Main St., Malden, MA 02148‐5020.
Journal Customer Services: For ordering information, claims and any enquiry concerning your journal subscription please go to www.wileycustomerhelp.com/ask or contact your nearest office.
Americas: Email: cs‐journals@wiley.com; Tel: +1 781 388 8598 or +1 800 835 6770 (toll free in the USA & Canada).
Europe, Middle East and Africa: Email: cs‐journals@wiley.com; Tel: +44 (0) 1865 778315.
Asia Pacific: Email: cs‐journals@wiley.com; Tel: +65 6511 8000.
Japan: For Japanese speaking support, Email: cs‐japan@wiley.com.
Visit our Online Customer Help available in 7 languages at www.wileycustomerhelp.com/ask
Production Editor: Meghanjali Singh (email: mesingh@wiley.com).
Wiley's Corporate Citizenship initiative seeks to address the environmental, social, economic, and ethical challenges faced in our business and which are important to our diverse stakeholder groups. Since launching the initiative, we have focused on sharing our content with those in need, enhancing community philanthropy, reducing our carbon impact, creating global guidelines and best practices for paper use, establishing a vendor code of ethics, and engaging our colleagues and other stakeholders in our efforts. Follow our progress at www.wiley.com/go/citizenship
View this journal online at wileyonlinelibrary.com/journal/yd
Wiley is a founding member of the UN‐backed HINARI, AGORA, and OARE initiatives. They are now collectively known as Research4Life, making online scientific content available free or at nominal cost to researchers in developing countries. Please visit Wiley's Content Access – Corporate Citizenship site: http://www.wiley.com/WileyCDA/Section/id-390082.html
Printed in the USA by The Sheridan Group.
Address for Editorial Correspondence: Associate Editor, Kathy L. Guthrie, New Directions for Student Leadership, Email: kguthrie@fsu.edu.
Abstracting and Indexing Services
The Journal is indexed by Academic Search (EBSCO Publishing); Academic Search Alumni Edition (EBSCO Publishing); Academic Search Premier (EBSCO Publishing); Environmental Sciences & Pollution Management (ProQuest); ERA: Educational Research Abstracts Online (T&F); ERIC: Educational Resources Information Center (CSC); Health & Safety Science Abstracts (ProQuest); MEDLINE/PubMed (NLM); Pollution Abstracts (ProQuest); Professional Development Collection (EBSCO Publishing); PsycINFO/Psychological Abstracts (APA); Safety Science & Risk Abstracts (ProQuest); SocINDEX (EBSCO Publishing); Studies on Women & Gender Abstracts (T&F).
Cover design: Wiley
Cover Images: © Lava 4 images | Shutterstock
For submission instructions, subscription and all other information visit:
wileyonlinelibrary.com/journal/yd
Leadership education focuses on pedagogical practices that center on cultivating organizational, group, and individual capacities to work collaboratively with shared goals in mind (Allen & Roberts, 2011; Dugan & Velázquez, 2015). As such, leadership educators have much to learn from the intersection of culture and leadership, especially when focused on collaboratively working with others across diverse cultures. In discussing this relationship, Chen and Van Velsor (1996) suggested that diversity research brings to leadership the understanding of identity groups, unconscious sociopsychological processes of prejudice, and individual perspectives, whereas leadership research brings to diversity the understanding of attribution theory, leadership prototypes, and behavioral complexity. Leadership educators have the vital responsibility to develop the identity, capacity, and efficacy of diverse individuals to lead and to engage in the leadership process. Bridging diversity and leadership helps leadership educators better understand the contribution of identity to leadership development, the leadership perspectives of individuals from diverse backgrounds, pluralistic engagement, and the programs and practices that are effective in developing future leaders (Guthrie, Bertrand Jones, Osteen, & Hu, 2013). In so doing, we acknowledge how racism, sexism, and religious oppression, as well as heterosexism/cisgenderism and classism, advantage and disadvantage all student lives in myriad ways.
In this volume, we present a model of culturally relevant leadership learning in order to develop all student leaders. Leadership learning includes four areas: education, training, development, and engagement (Guthrie & Osteen, 2012). These four areas expand Roberts and Ullom's (1989) training, education, and development model. Leadership education, which occurs both in and out of the classroom, is the broad understanding of leadership knowledge, skills, and values. However, leadership education is a deeper commitment to the teaching and learning of leadership knowledge, skills, and values with a longer duration in mind. Leadership training is the acquisition of leadership skills and is often shorter in duration. Leadership development is the reflection and integration of leadership knowledge, skills, and values. Leadership engagement is the application and practice of leadership knowledge, skills, and values. As a whole, leadership learning provides a context for constant discovery through the interaction between theory and practice (Roberts, 2007).
The notion of culturally relevant leadership learning builds upon the ideas of developing leader identity and leadership capacity of diverse students. It proposes infusing the leadership development process with an understanding of how systemic oppression influences educational contexts and with an engagement in and across cultural differences. Our contexts and differences influence knowledge of self, knowledge of others, knowledge of cultural systems, and ultimately students’ knowledge and enactment of leadership. To this end, culturally relevant leadership development programs equip all students with the knowledge and skills to navigate diverse settings and lead culturally diverse groups and teams.
With the current climate of our world, it is apparent that more than ever we need diverse leaders who are able to lead diverse groups. In updating our thinking from past writings (Guthrie et al., 2013; Guthrie & Osteen, 2012), we wanted to provide applicable scholarship on students’ knowledge of self and others, cultural and systemic contexts and their relevance in the work we do as educators. We were astounded by how emotional this work became for us and how incidents on our campuses, in the United States, and around the world continued to remind us just how important it is not only to engage in this conversation but also to actually take a stand to create spaces for all students to feel welcome in developing their leadership identity and capacity.
Transforming the framework for how leadership programs are designed will result in contextually relevant leadership development programs and an increase in the breadth and depth of a diverse leadership cadre for our society. The societal issues we face cannot be solved by a few, individual leaders or by the narrow, dominant leadership narratives that often inform leadership development programs. It is the collective and pluralistic ability across our diverse perspectives to create shared understanding and responses that is needed to solve our seemingly intractable societal issues.
Kathy L. Guthrie
Tamara Bertrand Jones
Laura Osteen
Editors