Trans*Forming Authentic Leadership: A Conceptual Framework (original) (raw)
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Although a growing body of scholarship describes the development of LGBT identity in college students and abundant literature provides evidence of the developmental impact of campus involvement, little has been known about the experiences of LGBT student leaders. We interviewed 15 students from three Midwestern institutions and analyzed data using an emerging model of Leadership Identity Development (Komives et al., 2003, 2004) to identify experiences that supported participants' growth as student leaders. Students experienced challenges specific to leading in the LGBT context (e.g., having to come out as a spokesperson), as well as supports that were context specific (e.g., entering an LGBT community through involvement in campus activities). We discuss implications for the practice of leadership education and student group advising, as well as for future research. In recent years, researchers have established a modest body of scholarship on lesbian, gay, bisexual, and transgender (LGBT) college students (e.g.
Leading Trans Equality: A Toolkit for Colleges Centre for Excellence in Leadership
This is a complete course in understanding the needs of trans people as learners and employees. It will give HR officers, Policy development officers and Equality and Diversity Officers the tools required to lead on trans equality in colleges, as well as give tutors and student counsellors the tools to be good allies to trans learners and colleagues. Recent research has found that transsexual or transgender – ‘trans’ people are ‘second chancers’ in the education system having either left school early following transphobic bullying, or re-entering education while undergoing, or post-gender transition. This suggests that Further Education institutions have a significant role in trans people’s lives. One of the requirements of gender identity clinics for undergoing gender transition is to be in full-time employment, education or vocational training and as post-16 education institutions are regarded by many as ‘zones of tolerance’, your institution or place of learning should expect to see some trans people as learners, students or employees. This toolkit is not a ‘how to’ guide in compliance. Implementing the following guidance will assist an educational institution in achieving excellence in trans equality
Queer Student Leaders of Color: Leadership as Authentic, Collaborative, Culturally Competent
Journal of student affairs research and practice, 2016
A phenomenological study yielded rich data about the essence of being a queer student leader of color. Six participants described a desire to be authentic, culturally competent, and collaborative leaders, but they faced challenges enacting these forms of leadership as they navigated oppression (e.g., disrespect, stereotyping, tokenization, exoticization) within a predominantly White Queer Student Group. These experiences prompted them to consider creating a queer people of color group for support.
2016
Lesbian, gay, and bisexual (LGB) students become engaged in a number of leadership opportunities that may have an effect on how they view their sexual orientation. This qualitative study asked lesbian, gay, and bisexual students their perceptions of how their non-LGBT leadership experiences affected their sexual identity. The data was analyzed using an interpretivist process seeking themes that might contribute to a better understanding of leadership identity development for LGB students. Emerging themes suggested a correlation between sexual identity development and leadership identity development.
Queer leadership : an exploration of LGBTQ leadership in higher education
This study explored the experiences of staff members at two distinct college campuses who advocated for the advancement of LGBTQ equity through change in campus policy and practice. In this project I conceptualized a queer leadership framework based on grassroots leadership in higher education (Kezar and Lester, 2011). Findings from the multi-site case study identified two unique approaches higher education professionals engaged queer leadership through: a) Queer Activist Leadership and b) LGBTQ Advocacy Leadership. Participants were responsible for creating meaningful change on each campus, relying on campus partnerships with students, faculty, and staff members. These successes establish important considerations for student affairs practitioners, particularly those who work for institutions who do not have designated support programs for LGBTQ equity and inclusion. Findings from this study identified gaps and successes in staff leadership advocacy, demonstrating multiple ways LGBT...
Psychosocial and leadership identities among leaders of identity-based campus organizations
Journal of Diversity in Higher Education, 2010
In this article, we describe a qualitative study of identities of 18 college students leading identity-based campus organizations at 1 large public institution. Identity-based organizations are those registered student groups whose mission includes serving the educational, cultural, social, or other needs and interests of students from a given psychosocial identity (e.g., race, ethnicity, gender, sexual orientation). We observed 2 paths that students followed through their leadership experience: (1) A "parallel" path in which students experienced their psychosocial identity and their leadership identity separately, and (2) a "merged" path in which students merged these identities into a sense of being, for example, a "gay leader" or a "Latina activist." Based on our findings that student leaders in identity-based organizations experience both psychosocial identities and leadership identities as salient-whether parallel or merged-we make recommendations for higher education practice, policy, and research.
Journal of School Leadership
A theory and practice of social justice is fraudulent when it does not fully address lesbian/gay/bisexual/ transgender (LGBT) individuals and their intersections with other identities. Faculty who claim to be concerned with social justice cannot focus on one or perhaps two areas of difference while ignoring or giving short shrift to the others. After all, public school leaders oriented toward social justice cannot pick and choose among areas of difference with their students, staff, and community members. These leaders must lead for social justice across areas of difference; faculty should expect no less of themselves. Many LGBT students or students perceived to be LGBT face daily harassment at schools, and LGBT staff, families, and school leaders themselves generally find schools unwelcoming. This article offers practical teaching strategies and teaching resources that can raise consciousness, increase knowledge, arid develop leadership skills to prepare leaders to confidently meet the needs of LGBT individuals in their schools.