The authors of this chapter describe how leadership educators can create community engagement experiences to foster student leadership. The authors center social justice, critical race theory, and trauma informed practices in order to advocate for justice and equity with communities and students.

To ensure that the science, technology, engineering, and mathematics (STEM) workforce of the future is inclusive of diverse peoples and ideas, there is a need to ensure that STEM outreach activities that encourage students into STEM education and careers are inclusive of and provide equity for people from diverse racial/ethnic, socioeconomic, and…

Founded in 1997 by a small group of high school and college students, New Urban Arts is the largest high school afterschool arts program in Rhode Island. New Urban Arts is an independent nonprofit, not affiliated with any larger institution. The mission is to build a vital community that empowers young people as artists and leaders to develop a…

This chapter provides a theoretical orientation and practical advice about community partnerships by linking the literature of community engagement with that of leadership. The author introduces the POWERful model for community engagement.

As a Vietnamese 28-year veteran art teacher, my lived experience is that art teaching is not a viable means to gain access to formal leadership or to exercise my personal leadership within school in a large school district. As an Asian descent educator, there is limited opportunity for a leadership role. For many years, I felt that the isolation…

Social and emotional learning (SEL) provides a foundation for healthy development. It is the process children, youth, and adults go through to develop the skills to engage with others, manage their emotions, show empathy, handle stress, resolve stress, set goals, and make responsible decisions to succeed in work and life. School climate is a…

School climate reform, an evidence-­-based strategy, supports K--12 students, school personnel, parents/guardians and community members learning and working together to promote pro-social education. Done well, these efforts will result in even safer, more supportive, engaging, helpfully challenging and harmonious schools. The U.S. Department of…

Roberts and Ullom (1989) theorized that leadership programs should consist of training, education, and development programs. Their model has gained widespread acceptance since its inception, but has not evolved to reflect contemporary conceptualizations of leadership. This paper demonstrates a new conceptualization of the model updated for modern…

Describes the development of "One America" at Glendale Community College (California), a program involving student project coordinators who work on specific issue areas and coordinate a series of presentations and workshops. The program identified five areas of concern: diversity, HIV/AIDS, women's issues, gay and lesbian issues, and…

A true leader is not grounded in control, but believes in shared decision making and power. Today's principals should develop leadership skills in others and let them help lead school reform. A Carrollton, Texas high school formed a leadership team comprising staff, students, parents, and the community. (MLH)

This manual is written for adults working in the schools to organize student governments. It is based on the experience of the Youth Action Program (YAP) of East Harlem (New York City) in organizing and developing student leadership. The manual is divided into 10 sections. "Student Government: Leadership and Purposes" explores the…

Collaborative research effort between the University of Minnesota and the Minnesota Office of Educational Leadership provided ethnographic data on the perceptions of principals at 22 schools participating in an educational transformation/shared-governance process. Findings show that awareness of obstacles to change is a necessary first step toward…

Eastern Michigan University is in the second year of a pilot program designed to promote law-related education and partnerships between the university and local communities. The collaborators in the project are the university, the Constitutional Rights Foundation, and the Taylor (Michigan) Public Schools. The goal of the project is to develop…

In order to help students make the transition from high school to higher education, the Anne Arundel Community College's (Maryland) Supplemental Instruction with Mentoring Support provides a program of academic support for students enrolled in difficult required courses. The program also creates valuable opportunities for faculty professional…

Oklahoma's Cherokee Nation Youth Leadership Program (CNYLP) began in 1982 with the vision of drawing elements of the tribe together through an innovative youth program designed to instill self-confidence, positive regard for Cherokee identity, and a sense of community spirit through service to others. Patterned after the National Youth Leadership…