How do students’ social identities, particularly their gender, influence their leadership practices and development? Using Kimberlé Crenshaw’s concept of intersectionality as a framework, this volume discusses existing and emergent research on gender and leadership and offers key strategies and on how leadership educators can engage students in these topics and provide contemporary critical thinking on how gender and leadership inform one another.

This volume examines:

• the ways intersectionality can be used as a lens for gender and leadership,
• key considerations for developing and advancing leadership among women, men, and trans* students,
• programs and experiences grounded in critical self-reflection and leadership learning among students of all genders, and
• opportunities for leadership educators to navigate topics of gender and leadership, emphasizing their own self-work and avenues for affecting positive change.

Contributing scholars share examples that are developmentally appropriate for high school and college students. This work is designed with leadership educators in mind, emphasizing theory into practice and highlighting the ways that leadership and gender can promote holistic, transformative learning for all students.

The Jossey-Bass quarterly report series New Directions for Student Leadership explores leadership concepts and pedagogical topics of interest to high school and college leadership educators. Issues are grounded in scholarship and feature practical applications and best practices in youth and adult leadership education.