On-campus student employment as a form of leadership development.

Student employment is a common co-curricular activity among undergraduate students. Previous studies have primarily focused on the impact of employment on academic outcomes and post-graduation labor market success. Although there is an assumption that on-campus student employment influences leadership learning, there is a lack of research directly exploring this topic. Therefore, this study explores how on-campus student employment influences leadership capacity development in undergraduate students who worked in a department in Student Affairs. Findings suggest that on-campus student employment influenced leadership capacity development in undergraduate students.

Developing culturally relevant leadership educators.

This article demonstrates how educators can create opportunities for students to learn about leadership in a variety of circumstances. Through the integrated model for contextualizing leadership learning, educators can center culturally relevant leadership while considering the environment where leadership learning is provided as well as the context in which the identity, capacity, and effectiveness of leadership educators are developed. The implications of this integrated approach emerged from 26 narratives and are explored through three themes centered on co-curricular program development and implementation, as well as personal and professional development. These themes include examining organizations' histories and structures, the developmental readiness of educators and students, and the significance of context.

Expanding influence of social class in leadership development.

In this chapter, the authors synthesize ideas presented by authors in this issue and provide considerations of social class in leadership development. Recommendations and guidance for deepening the influence educators have on leadership learning practices regarding social class are included.

Who we are impacts how we lead: Social class influence on leader identity, capacity, and efficacy.

In this chapter, the authors offer constructs for understanding the broad nature of social class and how social class identity can, and does, influence leadership identity, capacity, and efficacy. Utilizing the social class worldview model in combination with cultural mismatch theory, the authors position culturally relevant leadership learning as essential to reduce classism and advance class equity in leadership learning, development, and practice.

A call for transdisciplinary approaches to address complex challenges.

Leadership education as a field of study has largely been considered multi- or interdisciplinary, yet many leadership educators find their programs siloed within the constructs of higher education institutions inadequate in addressing complex issues of today's world. The authors challenge organizations to embrace a truly transdisciplinary approach to equipping students with the capacity and skills to address issues of the world today.

Co-inquiry during unprecedented times.

The confluence of crises facing our global and local communities have challenged leadership educators to think and practice differently. This has meant shifts in how we teach, how we connect with students, and how we understand our role in making change in our institutions and communities. How can we navigate change personally and as a community? The purpose of this article is to introduce co-inquiry as an emerging method for professional community building, leadership learning, and action-oriented research.

Interrogating leadership education: Why? For what? For whom?

This article is an exploration into the purpose of leadership education and leadership learning in higher education. It will simultaneously explore who leadership education is for and investigate privilege, identities, class, and the intersecting impact on access to these programs and content.

Leadership Development in Digital Spaces Through Mentoring, Coaching, and Advising.

The increasing population of students engaging in online and digital spaces poses unique leadership development challenges in mentoring, coaching, and advising. This chapter discusses the importance of using digital spaces for leadership development and students' sense of belonging.

Leading to Transgress: Critical Considerations for Transforming Leadership Learning.

The culturally relevant leadership learning (CRLL) model is explored through the lens of theory and practice. This creates critical questions to guide leadership educators in the ongoing process of transforming leadership programs.

Critical Domains of Culturally Relevant Leadership Learning: A Call to Transform Leadership Programs.

This chapter introduces the critical domains of culturally relevant leadership learning. The model explores how capacity, identity, and efficacy of student leaders interact with dimensions of campus climate.