Laura Osteen

A Leadership Identity Development Model: Applications from a Grounded Theory

This article describes a stage-based model of leadership identity development (LID) that resulted from a grounded theory study on developing a leadership identity (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005). The LID model expands on the leadership identity stages, integrates the categories of the grounded theory into the LID model, and develops how the categories of the theory change across stages of the model. The model has implications for working with individuals as they develop their leadership identity and for facilitating groups as they develop empowering environments for shared leadership. Connections to related scholarship and stage-based implications for practice are explored.

Leadership Identity Development: Challenges in Applying a Developmental Model.

The leadership identity development (LID) grounded theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and related LID model (Komives, Longerbeam, Owen, Mainella, & Osteen, 2006) present a framework for understanding how individual college students develop the social identity of being collaborative, relational leaders interdependently engaging in leadership as a group process (Komives, Lucas, & McMahon, 1998, 2007). Challenges to applying and measuring this stage based developmental theory are discussed and recommendations are included.

Student Activism in the Technology Age

This chapter discusses the emergent use of digital technology to inspire, connect, and sustain student activism on campus. An overview of student activism, opportunities, and challenges of this technology, along with recent case studies and implications for practice, are presented.

Critical Domains of Culturally Relevant Leadership Learning: A Call to Transform Leadership Programs

This chapter introduces the critical domains of culturally relevant leadership learning. The model explores how capacity, identity, and efficacy of student leaders interact with dimensions of campus climate.

Leading to Transgress: Critical Considerations for Transforming Leadership Learning

The culturally relevant leadership learning (CRLL) model is explored through the lens of theory and practice. This creates critical questions to guide leadership educators in the ongoing process of transforming leadership programs.