Leadership Experiences of Students of Color

The Unique Context of Identity‐Based Student Organizations in Developing Leadership

“…It is important to note that “leadership” itself is a loaded term, particularly for women and students of color. The literature has demonstrated that many students equate “leadership” with “White” (and often “White males” specifically) and/or as a representation of a type of person with whom they do not identify (Arminio et al., ; Chung, ). It appears this traditional conception of leadership has been internalized by many students and continues to influence their decisions about their own leadership development.…”

Strategies in Assessment of Leadership Competencies

“…Finally, Rosch and Schwartz (2009) identify the Hallmark Effect, which they describe as a bias inherent within an individual' s rating of their leadership competencies due to their pre-existing beliefs regarding the societal practice of leadership. For example, past research (Arminio et al, 2000) reveals that underrepresented minorities on university campuses may, in part, equate the practice of leadership as "acting White." Presumably, the possession of these hallmarks for leading would depress an individual' s quantitative and qualitative assessments of his or her leadership competencies.…”

Deepening Attention to Social Location in Building Leader and Leadership Efficacy

“…It also introduces multiple and varied approaches for what leadership can look like. Integrating counter-narratives and centering minoritized leaders in leadership education increases the potential impact of vicarious experiences better supporting the development of LSE for all individuals, not just those from dominant identities (Arminio et al, 2000;Munin & Dugan, 2011;Yosso, 2005). These tactics also foster aspirational capital (i.e., the ability to maintain hope for the future despite current circumstances and barriers; Yosso, 2005), which is a critical component of LSE as well as the overarching process of critical leadership development.…”