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Open Access
Article
Publication date: 15 October 2022

Lauren N. Irwin and Julie R. Posselt

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…

Abstract

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.

Details

Journal of Leadership Education, vol. 21 no. 4
Type: Research Article
ISSN: 1552-9045

Open Access
Article
Publication date: 20 July 2022

Errolyn Gordon and Gloria Sauti

The purpose of the study was to provide a comparative analysis on the psychological and socio-cultural impacts of COVID-19 on victims of intimate partner violence (IPV) in South…

1389

Abstract

Purpose

The purpose of the study was to provide a comparative analysis on the psychological and socio-cultural impacts of COVID-19 on victims of intimate partner violence (IPV) in South Africa (SA) and the USA.

Design/methodology/approach

The authors collected media and scholarly articles that dealt with IPV victims during the early phase of the pandemic. This study focused solely on SA and the USA because of their unique contexts and the fact that the authors are residents of these countries. The authors observed how both presidents dealt with IPV amidst the COVID 19 pandemic, especially when stay-at-home orders were in place. Aspects relating to the psychological and socio-cultural impacts amidst the pandemic were considered.

Findings

The authors found that in both countries, many black women from low socio-economic backgrounds experience IPV. Being in isolated spaces with their perpetrators prohibits victims from reporting the abuse. As the world attempts to curb the spread of COVID-19 infections, effective strategies have been suggested for victims and perpetrators. The authors found the approaches of the two governments (until the Biden Administration in 2021) to be starkly different in terms of effective strategies and the neglect and downplaying of the extent of one or both pandemics (i.e. COVID-19 and IPV). Pro-safety, equality, gender and race-conscious embracing approaches to overcome IPV are urgently needed.

Originality/value

The paper focused on IPV during the early phase of the COVID-19 pandemic. It provides relevant information about IPV in both countries, especially when stay-at-home orders are in place.

Details

The Journal of Adult Protection, vol. 24 no. 3/4
Type: Research Article
ISSN: 1466-8203

Keywords

Content available
Book part
Publication date: 22 November 2017

Abstract

Details

Black Colleges Across the Diaspora: Global Perspectives on Race and Stratification in Postsecondary Education
Type: Book
ISBN: 978-1-78635-522-5

Open Access
Article
Publication date: 15 July 2018

Jasmine D. Collins and David M. Rosch

Numerous studies have provided evidence that interracial interaction can contribute to the development of leadership skills and behaviors for university students. Yet, little…

Abstract

Numerous studies have provided evidence that interracial interaction can contribute to the development of leadership skills and behaviors for university students. Yet, little empirical research has been dedicated to understanding the effects of structural (compositional) racial diversity within leadership programs on program participant outcomes. This study examined the impact of the structural racial diversity of 50 leadership program sessions on student leadership capacity gains over time. A total of 667 participants in sessions coded as either “High,” “Moderate,” or “Low” with regard to racial diversity within the session served as the sample. Results from data collected immediately prior to, directly after, and 3-4 months after program participation suggest the training effects of a leadership initiative may be augmented by the recruitment of racially diverse participants.

Details

Journal of Leadership Education, vol. 17 no. 3
Type: Research Article
ISSN: 1552-9045

Content available
Book part
Publication date: 6 August 2019

Manya C. Whitaker and Kristina M. Valtierra

Abstract

Details

Schooling Multicultural Teachers
Type: Book
ISBN: 978-1-78769-717-1

Content available
Book part
Publication date: 21 June 2024

Lisa Fetman and Linsay DeMartino

Abstract

Details

Transformative Democracy in Educational Leadership and Policy
Type: Book
ISBN: 978-1-83753-545-3

Content available
Book part
Publication date: 7 January 2019

Abstract

Details

Immigration and Health
Type: Book
ISBN: 978-1-78743-062-4

Open Access
Article
Publication date: 28 October 2022

Una T. Daly, James Glapa-Grossklag, Alyssa Nguyen and Ireri Valenzuela

The Open for Antiracism program supports faculty to change their teaching practices to be antiracist through the affordances of open educational resources (OER) and open pedagogy…

1225

Abstract

Purpose

The Open for Antiracism program supports faculty to change their teaching practices to be antiracist through the affordances of open educational resources (OER) and open pedagogy. This study aims to raise questions about how professional development impacts student outcomes, and how faculty perceive the utility of OER and open pedagogy to support antiracist teaching and learning.

Design/methodology/approach

An evaluation plan examined how faculty participants perceived the effectiveness of OER and open pedagogy to make their classes antiracist. Students compared their experiences in treated classes with those in other classes. Participating faculty completed pre- and post-surveys and a subset sat for interviews.

Findings

Faculty participants felt prepared to implement antiracist practices using OER and open pedagogy. Eighty-seven percent reported they were highly likely to recommend the program and 80% plan to continue using open pedagogy. Eighty percent of students reported they were more active or engaged than in other classes and that they examined biases of the discipline.

Originality/value

This study raises the question of how antiracist teaching approaches impact student outcomes over a longer term. Further, how can changes to teaching strategies impact institutions? Do teams of instructors offer support in ways that lead to a greater voice within an institution?

Details

Journal for Multicultural Education, vol. 16 no. 5
Type: Research Article
ISSN: 2053-535X

Keywords

Content available
Book part
Publication date: 15 August 2019

Gerald Dunning and Tony Elliott

Abstract

Details

Making Sense of Problems in Primary Headship
Type: Book
ISBN: 978-1-78973-904-6

Abstract

Details

Journal of Educational Administration, vol. 45 no. 6
Type: Research Article
ISSN: 0957-8234

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