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This study investigates the perceptions of leadership of African American undergraduate males who attend a predominately-White institution in the Southwest after participation in a leadership development program. Research concerning African American undergraduate males in education has been from a deficit-orientated narrative and focused primarily on academic achievement or lack of involvement, with little attention paid to African American males performing leadership. As society continues to focus on graduation and college attendance by African American males, it is important to explore African American undergraduate male leadership as a viable method to engage and influence graduation and attendance. This study examines the way in which African American undergraduate males make meaning and define leadership. Results indicated that African American undergraduate males defined leadership as either leader behaviors or specific characteristics that leaders possess. The study indicates a need for leadership educators and student affairs professionals to develop and implement a common language concerning leadership with student leader

Higher education and leadership educators have long been tasked to develop the next generation of leaders both in the classroom and outside of the classroom. Many educators use the Social Change Model of Leadership to highlight a nonhierarchical and collaborative approach to leadership while upholding the idea that everyone can be a leader regardless of the position they hold. However, the Social Change Model overlooks concepts of power and oppression and perpetuates whiteness in the process. With educators being tasked now more than ever to prepare students to solve complex social issues, this paper adds on new values to the Social Change Model of Leadership, using Yosso’s model of Community Cultural Wealth, to ensure that racially minoritized and other students from marginalized groups can tap into their capital and locate themselves within the model to make impactful and meaningful social change.

This study explored the motives, relationship dynamics and outcomes of male executives in mentoring Black African women within the context of South Africa. The authors investigated the experiences of White, Black African, coloured, and Indian male mentors conducting cross-gender and cross-race mentoring in South Africa.

A qualitative study was conducted with 21 male executives within South Africa's male-dominated financial services industry. Data were collected via semi-structured, one-on-one virtual video interviews. The study endeavoured to deeper understand the mentors' experiences during their interactions with the intersecting marginalised identities of Black African women as protégés.

The authors found that the mentoring relationship is central to mentoring Black African women. This relationship is often influenced by the mentors' parental approach to mentoring, with resultant negative consequences, including the protégé not taking accountability for driving the relationship. Mentors' stereotypical expectations of women as homemakers and carers also influenced mentoring experiences. Mentors' motives included growing next generation leaders, which led to mentors' job satisfaction.

This study contributes an account of male executives' motivations for mentoring Black African women, the relationship dynamics as well as negative mentoring experiences, and the mentoring outcomes for protégés and mentors. Intersectionality theory was used to highlight the mentors' lack of insight into the intersecting marginalised identities of Black African women in the unique South African context, where inequalities in terms of class, race, and gender are amplified.

This study sought to understand how a leader’s leadership is affected by their salient identities. To achieve this, the study employed a qualitative paradigm using a phenomenological methodology. Ultimately, the study worked to craft a shared understanding of how identity is experienced by leaders within the context of their own leadership. Textual descriptions are provided for each of the three themes of awareness and salience, leader differentiation and context affiliation, and identity as a situational factor in leadership. Implications for research and practice are highlighted for leadership educators.

Research examining multicultural competence among higher education professionals responsible for leadership education demonstrated significant correlations with racial identity and multicultural education and experiences. The Multicultural Competence in Student Affairs-Preliminary 2 (MCSA-P2) scale was used to measure multicultural competence. Variances in multicultural competence scores were significant in relation to racial identity and select multicultural education and experience measures, above and beyond controlled for demographic variables.

This paper aims to interpret the multidimensional Asian American identity of immigrant Indians in terms of pan-ethnicity, gender and religion.

The social construction and experience of race in the US and the intersection of multiethnic Asian American identity with race, gender and religion will be used in critically commenting on the interview of primary ethnic identity of Indian Americans including the pan-ethnic identity of Indians in the US as Asian Americans, the Mar Thoma Church community, the second-generation Patel family's union formation in terms of gender identity.

The future directives include Asian American Movement (AAM) which is trying to incorporate Indians as pan-ethnic identity assimilation and the process of holding American identity as primary identification of Indians.

Policy recommendations are that the US Census Bureau should include Indian Americans as separate ethnic identity for Indian immigrants like the Chinese Americans. USCIS (US Citizenship and Immigration Services) should reform policies to include the wives of H-4 visa holders. The Department of Homeland Security (DHS) should provide secure living environment for Indian immigrants. The US Department of Labor should provide equal opportunities for women in their immigration policies.

This paper will critically analyze the interview results of primary ethnic identity and justify the hypotheses of Asian American identity of Indians, whether (1) they merge with the American identity as part of cultural assimilation or (2) retain their Asian identity beyond Americanized identity or (3) go beyond both American and Asian identity to restate their Indian ethnicity.

A handful of models and measures currently exist for the purpose of assessing student capacity for leading social change. Ample research suggests that students of different racial and gender identity groups exhibit various understandings, motivations, and behaviors related to social engagement and transformation, yet few studies take into consideration the potential for diverse students to interpret social-change-related survey scale items differently. Using a critical quantitative approach, this study compares factor loading patterns of the Social Issues Advocacy Scale (SIAS; Nilsson, et al., 2011) across eight race/gender subgroups to test the extent to which the factor structure remains invariant. Findings suggest that intersections of race and gender do influence how scale items cluster together. This study lends support for critical quantitative research designs that examine social phenomena using a specific-group approach, and calls for scholars to consider the cultural validity of scales used to measure capacity for social justice leadership.

The purpose of this paper is to explore whether attention, emotion, and cognitive regulation (CR) may be strategies to advance one’s ethnic identity.

The paper is presented in three parts. The first section discusses integrative inquiry (INIQ) (Bresciani Ludvik et al., 2016), a mindfulness methodology and mindful inquiry training program, as a potential pathway to help mitigate stress and enhance healthy development and well-being strategies that combat stressors related to ethnic and racial identity; and increase opportunities for positive ethnic identity development. INIQ was designed to influence areas of the brain associated with attention regulation, emotion regulation, and CR in order to decrease stress and anxiety, and heighten executive functions of undergraduate and graduate students. The second section discusses an exploratory study to see whether INIQ resulted in higher mean scores for participants on their ethnic identity, as assessed by the multigroup ethnic identity measure (Phinney, 1992).

The results indicated that there was a significant increase in pre-test and post-test scores for mindfulness (p=0.001) as well as the dependent measure for learning exploration (p=0.028) among 30 undergraduate, master’s- and doctoral-seeking students. There was also a non-significant increase for clear understanding (p=0.15) and overall ethnic identity achievement (p=0.387); and non-significant decrease for ethnic belonging (p=0.424).

These findings suggest that INIQ may increase students’ ethnic learning exploration, which is an important process in ethnic identity development (Phinney and Ong, 2007). This study also suggests that INIQ increases mindfulness in participants. The authors conclude with a discussion and recommendations to future INIQ and other diversity centered student support practitioners interested in influencing positive ethnic identity formation.

Developing leaders for a diverse democracy is an increasingly important aim of higher education and social justice is ever more a goal of leadership education efforts. Accordingly, it is important to explore how dominant leadership models, as blueprints for student leadership development, account for and may unwittingly reinforce systems of domination, like racism. This critical discourse analysis, rooted in racialization and color-evasiveness, examines three prominent college student leadership development models to examine how leaders and leadership are racialized. We find that all three leadership texts frame leaders and leadership in color-evasive ways. Specifically, the texts’ discourses reveal three mechanisms for evading race in leadership: focusing on individual identities, emphasizing universality, and centering collaboration. Implications for race in leadership development, the social construction of leadership more broadly, and future scholarship are discussed.

The leadership identity development (LID) grounded theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and related LID model (Komives, Longerbeam, Owen, Mainella, & Osteen, 2006) present a framework for understanding how individual college students develop the social identity of being collaborative, relational leaders interdependently engaging in leadership as a group process (Komives, Lucas, & McMahon, 1998, 2007). Challenges to applying and measuring this stage based developmental theory are discussed and recommendations are included.