Barriers

Owned by Darlene Edgar
Mar 04, 2024
2 min read

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.