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Layering social class and gender in leadership development
Darren E Pierre1, Paige Haber-Curran2
1Loyola University-Chicago.
New Directions for Student Leadership
|April 19, 2021
Summary
This study explores leadership education using social class and gender identity. It offers strategies to reduce classism and gender oppression in leadership learning.
Area of Science:
- Social Sciences
- Education
- Leadership Studies
Background:
- Leadership education often overlooks the impact of social identity.
- Intersectionality of social class and gender significantly shapes leadership experiences.
- Classism and gender oppression are prevalent issues within educational settings.
Purpose of the Study:
- To provide insights into leadership education through the lenses of social class and gender.
- To offer actionable ideas for creating inclusive leadership learning environments.
- To address and mitigate classism and gender oppression in leadership development.
Main Methods:
- Qualitative analysis of leadership education frameworks.
- Review of intersectionality theories.
- Exploration of pedagogical approaches to address social inequalities.
Main Results:
- Leadership identity is deeply influenced by intersecting social class and gender dynamics.
- Existing leadership education models may perpetuate classist and sexist biases.
- Conscious curriculum design can foster more equitable leadership learning.
Conclusions:
- Integrating intersectional perspectives is crucial for effective leadership education.
- Educational leaders must actively challenge classism and gender oppression.
- Developing inclusive leadership programs requires a commitment to social justice.
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