Barriers
- Darlene Edgar
Analytics
Soria, K. M. (2021). The social class barriers to engagement in leadership experiences. New Directions for Student Leadership, (169), 33–41. https://discovery.ebsco.com/c/4ax45t/viewer/html/lrxe4abz7z
Introduction:
The article explores the social class barriers hindering poor and working-class students' engagement in leadership experiences.
It advocates for reshaping leadership education to be more inclusive and highlights the benefits of leadership experiences for college students.
Shift in Leadership Paradigms:
Leadership education has shifted from a positional paradigm to a relational one, making it more accessible for students from diverse backgrounds.
Emphasizes leadership as a collaborative process within interconnected relationships.
Persistent Class Disparities:
Despite the democratic and collaborative nature of modern leadership paradigms, class disparities persist in student participation.
Affluent backgrounds are overrepresented among college student leaders, while those from lower social class backgrounds are less likely to engage in leadership positions.
Barriers to Engagement:
Social class encompasses economic, social, and cultural capital, shaping college students' experiences from preparation to graduation.
Poor and working-class students face barriers such as lack of financial resources, time constraints due to employment or caregiving responsibilities, and limited social networks.
Recommendations:
Educators should address internalized struggles among poor and working-class students and offer leadership opportunities aligned with their cultural orientation.
Strategies include minimizing financial costs, considering timing and location of activities, embedding leadership opportunities within on-campus employment experiences, and integrating leadership development into academic majors.
Making social class visible, offering unique leadership initiatives for first-generation or working-class students, and openly discussing social class issues can help eliminate disparities.
Conclusion:
Poor and working-class students who do not participate in leadership opportunities miss out on valuable development and engagement experiences, further marginalizing them.
Leadership educators should be aware of social differences and work to ensure equitable opportunities for all students, regardless of social class background.