Hidden Strengths, Visible Inequities: Rethinking Who Gets to Lead

This article reconceptualizes leadership capital by integrating Bourdieu and Passeron's theory of social reproduction, with Yosso's community cultural wealth framework, to rethink how student leadership occurs within collegiate cocurricular environments. Traditional leadership pathways often privilege dominant cultural norms, overlooking the leadership capacities marginalized students develop through their lived experiences, community networks, and navigational strategies. By connecting historical patterns of exclusion to contemporary leadership practices, this article proposes an asset‑based model to broadens who is seen as a leader. Practical implications are offered for redesigning leadership selection, development, and assessment to create more equitable student leadership pathways.