"But I'm Not a Leader": Leadership Development for Undeclared First-Year College Students of Color

• In Event: 72.022 - Queering the First-Year Experience: Hidden Hindrances to Retaining High-Performing Students of Color

Abstract

Purpose

High impact practices, such as conducting research, studying abroad, enrolling in first year seminars, and participating in service and leadership development opportunities, are positively associated with student learning and retention (Kuh, 2008). In this paper, I specifically draw attention to how current leadership development practices embedded into the First Year Experience (FYE) at Illusion State University—a large, public, highly selective predominantly White Midwestern institution—do not provide equitable support for leadership identity development for high performing students of color due to the lack of cultural relevance and understanding of marginalization of specific identities in society. I problematize the impact of utilizing a “correct” practice and definition of leadership and argue for a transformation on how leadership development is conceptualized as a way to increase agency, power, self-worth, retention and overall educational success for Black and Latin@ first-year college students. As such, critical analysis to rebuild leadership development as a pathway to equal educational opportunity in and beyond the college is necessary, particularly for this population.

Theoretical Framework

Embracing the 2017 AERA Annual Meeting Theme that interrogates the equitable functioning of the education system, I employ Critical Race Theory (CRT). Highlighting racism’s permanence (Bell, 1992) and challenging dominant claims of race neutrality in education (Crenshaw, 1989), CRT was utilized to highlight stories of this population as a means to examine racial formations and social practices that normalize inequality and oppression (Duncan, 2005).

Methods

I utilized data collected from 15 undeclared Black and Latin@ college students who enrolled in and completed a first year experience course focused on leadership development. Data was collected during the spring and summer of 2016.

Data Sources

Utilizing counter narratives, I analyzed open-ended questionnaires and pre- and post- identity reflection essays from students. Gloria Ladson-Billings’ theory of Culturally Relevant Pedagogy (1995), Crenshaw's (1989) theory of Intersectionality, Cheryl Harris’ (1993) theory of Whiteness as Property, and Gloria Anzaldua's (1987) Borderlands Theory were used as frameworks for analyzing findings.


Results

Data suggests that first year Black and Latin@ college students do not feel connected to ideas, images, and practices of leadership as they do not see themselves within curriculum and theory. Data also highlight a central tension that arises when Black and Latin@ students cannot connect to leadership development curriculum as it often lacks cultural relevancy and “cultural realism” for real world application within these students’ lives.

Scholarly Significance

This study calls attention and focus to the ways in which Black and Latin@ undeclared first year college students perceive their identity as leaders, and experience leadership development opportunities. Although admitted and enrolled as college students, this population is not provided equitable opportunities for leadership skill development due to the assumption that all students have been previously prepared with leadership development skills. This ultimately impacts the level of agency and preparedness of students of color entering college, in regards to leadership development skills, further widening the gap for equitable educational experiences and opportunities.

Author

• Cecilia Elizabeth Suarez, University of Florida