LEADERSHIP DEVELOPMENT IN HIGHER EDUCATION STUDENT AFFAIRS: THE RELEVANCE OF HISTORICAL CONSCIOUSNESS AND IDENTITY IN ELICITING STUDENT VOICE

Abstract

This study examined the development of student voice of a highly diverse group of graduate students as they were affected by evolving historical consciousness and social identities. What is the relevance of students learning the history and purposes of education while reflecting on their own personal experiences and beliefs toward understanding their social identities? How did this development of their social identities influence Master’s degree students’ voices and learning to be transformative, social justice-oriented leaders in higher education student affairs? Using narrative analysis as a methodology, this paper scrutinized student writings to answer these questions. Findings reflected the relevance of historical consciousness and understanding of salient and intersecting identities in beginning to develop critical consciousness (Freire, 1973). There were further indications of the students drawing connections between critical consciousness and being social justice-oriented leaders. Three general themes emerged: 1.) Most students were generally unaware of the perspectives of history that has brought forth the experiences and voices of marginalized populations; 2.) Learning about the historical experiences of disenfranchised populations often led to deeper contemplation and understanding of their own racialized, classed, and gendered identities; 3.) Many students who previously lacked historical consciousness and awareness of their own social identities, began to make linkages to their role as social justice leaders with engaged responsibility for social change efforts.