A Leadership Identity Development Model: Applications from a Grounded Theory

2006 ◽  
Vol 47 (4) ◽  
pp. 401-418 ◽  
Author(s):  
Susan R. Komives ◽  
Susan D Longerbeam ◽  
Julie E Owen ◽  
Felicia C Mainella ◽  
Laura Osteen
Keyword(s):  
Grounded Theory ◽  
Identity Development ◽  
Development Model ◽  
Leadership Identity ◽  
Leadership Identity Development

Examining Leadership With American Counseling Association Presidents: A Grounded Theory of Leadership Identity Development

2018 ◽  
Vol 96 (4) ◽  
pp. 361-371 ◽  
Author(s):  
Donna M. Gibson ◽  
Colette T. Dollarhide ◽  
Julie M. Moss ◽  
Yahyahan Aras ◽  
Thomas Mitchell
Keyword(s):  
Grounded Theory ◽  
Identity Development ◽  
Leadership Identity ◽  
American Counseling Association ◽  
Leadership Identity Development

Impact of Personal Growth Projects on Leadership Identity Development

2012 ◽  
Vol 11 (1) ◽  
pp. 49-63 ◽  
Author(s):  
Summer F. Odom ◽  
Barry L. Boyd ◽  
Jennifer Williams
Keyword(s):  
Identity Development ◽  
Personal Growth ◽  
Leadership Identity ◽  
Leadership Identity Development

Leadership Identity Development Among Lesbian, Gay, Bisexual, and Transgender Student Leaders

NASPA Journal ◽  
2005 ◽  
Vol 42 (3) ◽  
Author(s):  
Kristen A Renn ◽  
Brent L Bilodeau
Keyword(s):  
Identity Development ◽  
Student Leaders ◽  
Leadership Education ◽  
Future Research ◽  
Leadership Identity ◽  
Campus Involvement ◽  
Lgbt Community ◽  
Campus Activities ◽  
Context Specific ◽  
Leadership Identity Development

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.

Examining Leadership Development through Student Leader Outdoor Recreation Training

2015 ◽  
Vol 39 (1) ◽  
pp. 49-58
Author(s):  
Michelle Lea Boettcher ◽  
Ann M. Gansemer-Topf
Keyword(s):  
Leadership Development ◽  
Identity Development ◽  
Outdoor Recreation ◽  
Student Leadership ◽  
Research Question ◽  
Leadership Identity ◽  
Student Leadership Development ◽  
Student Leader ◽  
Leadership Identity Development

Since their inception, student leadership development has been a consistent goal of outdoor recreation programs (ORPs). However, little research has been conducted to better understand how these experiences contribute to leadership development for college students. Using the Komives et al. (2005) model of leadership identity development, this qualitative research study examined leadership identity development in the context of a training trip for student employees of an ORP. By focusing on this particular training program, the study sought to answer the following research question: How does participating in an outdoor recreation training trip impact students' leadership identity development? The study found that the participants were navigating through the final three stages of Komives et al.'s (2005) leadership model: leadership differentiated, generativity, and integration/synthesis stages. Participants understood the role of positional leaders and that there were others who were able to lead without holding titles or positions; participants were able to articulate the role of leaders in helping others and sustaining the program; and participants also articulated how these experiences related to their lives beyond ORP trips, achieving the reflective goals of the integration and synthesis. The results highlight the importance of communication and teamwork in leadership development. The findings provide evidence of the role of ORP in enhancing student leadership identity and make the case for continued or expanded support for these programs. The findings of this study provide insight into how student leadership identity development takes place when students are involved in ORP experiences.

Haciendose un Líder: Leadership Identity Development of Latino Men at a Predominantly White Institution

2020 ◽  
pp. 153819272093247
Author(s):  
Alan A. Acosta ◽  
Kathy L. Guthrie
Keyword(s):  
Identity Development ◽  
Leadership Identity ◽  
Latino Men ◽  
Case Study Methodology ◽  
Predominantly White Institution ◽  
Cultural Wealth ◽  
Predominately White ◽  
White Institution ◽  
Study Methodology ◽  
Leadership Identity Development

There is limited literature on how race influences leadership identity development. Using a case study methodology, this research explores the influence of race on the leadership identity development of Latino men at a Predominately White Institution. This study revealed that the leadership identity development model was applicable to participants, with Yosso’s (2005) cultural wealth and cultural heritage identified as missing components in the developmental influences and developing self categories, respectively.

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