Chapter 9: ¡Pa’Lante Siempre Pa’Lante!: Latina Leader Identity Development

Some of the most widely used practices in leadership development and education originated from theories and models created by White men (Dugan & Komives, 2011). However, these frequently employed practices rarely focus on the intersectionality of multiple identities or how these intersections influence students’ leader identity development. As students crystallize their leader identities, it is possible that other aspects of their lives become less salient. This development can take place in curricular and cocurricular environments. In hooks’ (1994), Teaching to Transgress, she advocated for the use of classroom environments as spaces for inclusive and holistic education. She wrote, “Since the vast majority of students learn through conservative, traditional educational practices and concern themselves only with the presence of the professor; any radical pedagogy must insist that everyone’s presence is acknowledged” (hooks, 1994, p. 8). Leadership educators have the unique responsibility to aid the leader identity development of students by acknowledging their presence and honoring their experiences.