Composing leadership education by institutional type

Abstract

This issue highlights leadership development approaches within institutional contexts that have not been well represented in leadership education research. As the first publication in the field to address racial equity through the lens of institutional type in this way, authors were given the challenging task of laying a conceptual, historical, and empirical foundation for readers in the absence of a robust body of literature. What follows is a synthesis of themes observed across each of the articles, concluding with implications for inclusive leadership research and practice.

Centering minority‐serving institutions to counter dominant narratives about leadership identity development

“…These institution types are united by their commitments to racially and ethnically minoritized communities, expanding educational access, facilitating culturally affirming education, and developing collective and socially responsible leaders. We examine leadership identity development (LID) at MSIs to decenter whiteness in leadership scholarship and enactment (e.g., Suarez, 2015; Whitney & Collins, 2021). We elevate MSIs and their impact on students’ leader and leadership identity development (LID).…”

“…Historically and predominantly white institutions are often centered in dominant leadership narratives (Whitney & Collins, 2021). MSIs have always been committed to leadership development (Smist, 2021).…”