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This study examined the phenomenon of being geographically bound as a student affairs professional. Participants described challenges in career advancement, tension between personal and professional aspirations, and self-doubt about their professional identity due to pervasive messaging that "you need to move out to move up." Results have implications for the socialization of student affairs professionals and how privileging the norm of mobility may create a sense of marginalization for those who cannot relocate.

Using an ethnically diverse, national sample, this study used structural equation modeling to investigate the development of leadership self-efficacy (LSE) among 2,223 Asian American college students by focusing on the influences of racial identity (using the construct of collective racial esteem; CRE) and resilience. Results demonstrated a strong influence of resilience on LSE, and of CRE on resilience. This study's findings highlight the importance of attending to the influence of racial identity on leadership development for Asian Americans, a group for which college educators often overlook the impact of race on college experiences and outcomes. Implications for practice include: (a) understanding the role of psychological constructs on leadership development; (b) the importance of racial identity in developing resilience; and (c) the need to integrate racial identity and resilience in leadership education to provide a holistic approach for Asian American students' development.

This study explored the relationship between Asian American students' choices of racial and ethnic identity labels, their attitudes toward racial and ethnic issues, and involvement in campus organizations. The findings suggest complex relationships between racial and ethnic self-identification and attitudes for some identity groups and no relationship for other groups. (Contains 3 tables and 2 footnotes.)

The present study examines the outcomes of a 5-week summer bridge writing program at a Midwestern, urban, public university designed to provide remedial instruction for incoming first-year college students, approximately 500 students annually for 7 years. Regression results showed that program participation was a positive, significant predictor on the outcomes of 6- and 4-year graduation, first-year earned credits, and first-year college grade point average, even after controlling for demographic and academic preparation variables. The combination of academic preparation and an introduction to the college experience helped to prepare students for college success. This institutionally funded program shows promise in addressing the remediation needs of students and preparing them for success in credit-bearing courses as well as college life in general, getting them on track for timely college graduation.

This chapter addresses the important role of identity-based student organizations in developing leadership, particularly for students who may feel marginalized because of their racial/ethnic, religious, or gender identities. Understanding the influence of these groups can help leadership educators develop a more inclusive and diverse perspective on student leadership development.

Academic and career development for Asian American students is complicated by cultural influences, interdependence with family, and racial stereotyping. This chapter highlights research, theory, and practice to help educators rethink traditional advising approaches to more appropriately work with Asian American students as they navigate their academics and careers.

This chapter addresses the applicability of student development theories in light of empirical research on Asian American college students through a twofold approach: (a) revisiting the relevance of Kodama, McEwen, Liang, and Lee's (2001, 2002) theoretical work on Asian American student development; and (b) using Jones' and Stewart's (2016) framework to complicate thinking on new paradigms for understanding and advancing student development theory and research.

Cultivating leaders who are prepared to tackle complex social issues is positioned as a critical outcome of higher education and a tool for diversification of the workforce. Both leadership studies literature and leadership development practice, however, are negligent in the attention directed at understanding the role of social identity in framing college student leadership education, particularly as it relates to race. This contributes to a "one-size-fits all" approach derived largely from the experiences of white college students. The present study attempts to address this gap through the analysis of predictors of leadership self-efficacy conditioned by racial group. Using data from 8,510 college students the study highlights the critical importance of disaggregation in quantitative research and the emergence of unique predictors of leadership efficacy by racial group membership. Results offer insights into the importance of centering race in the study of college student leadership development to best leverage learning gains. (Contains 1 table.)

The purpose of this research was to contribute to the college student leadership literature through a more complex examination of the influences of race on socially responsible leadership development. Data represented 8,510 participants from 101 colleges and universities in the United States. Results provided evidence of the additive value of including measures of collective racial esteem (CRE) above and beyond simple indicators of racial group membership. CRE examines an individual's self-concept related to membership in a broader racial group and may be used as a correlate of racial identity in assessing the impact of race in quantitative research. Analyses also revealed different predictors of leadership development by racial group, as well as unique influences from subdimensions of CRE, demonstrating the importance of disaggregating data to provide a more complex picture of the influences of race on leadership development. Results offer implications informing educators' abilities to better target leadership interventions to meet a diverse range of developmental needs. (Contains 2 tables.)

This chapter addresses the important role of identity‐based student organizations in developing leadership, particularly for students who may feel marginalized because of their racial/ethnic, religious, or gender identities. Understanding the influence of these groups can help leadership educators develop a more inclusive and diverse perspective on student leadership development. [ABSTRACT FROM AUTHOR]