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AbstractThis article explores how leadership functions as a form of identity among other multiple and often intersecting social identities. This article reviews emerging scholarship addressing racial identity, gender identity, and LGBTQ+ identities in diverse postsecondary institutional contexts. Finally, the article concludes with examples and implications for centering social identities for leadership educators who study, practice, teach, and develop leadership in higher education.

AbstractThis article demonstrates how educators can create opportunities for students to learn about leadership in a variety of circumstances. Through the integrated model for contextualizing leadership learning, educators can center culturally relevant leadership while considering the environment where leadership learning is provided as well as the context in which the identity, capacity, and effectiveness of leadership educators are developed. The implications of this integrated approach emerged from 26 narratives and are explored through three themes centered on co‐curricular program development and implementation, as well as personal and professional development. These themes include examining organizations' histories and structures, the developmental readiness of educators and students, and the significance of context.

AbstractDespite tendencies to treat leadership education and social justice education as mutually exclusive, the heart of leadership is social justice and effective activism and advocacy requires leading change. This chapter underscores the overlap between social justice and leadership education, details some of our stories as educators, and highlights aspirational examples to inspire socially just leadership educators.

While the impact of absolute extreme temperatures on human health has been amply studied, far less attention has been given to relative temperature extremes, that is, events that are highly unusual for the time of year but not necessarily extreme relative to a location's overall climate. In this research, we use a recently defined extreme temperature event metric to define absolute extreme heat events (EHE) and extreme cold events (ECE) using absolute thresholds, and relative extreme heat events (REHE) and relative extreme cold events (RECE) using relative thresholds. All-cause mortality outcomes using a distributed lag nonlinear model are evaluated for the largest 51 metropolitan areas in the US for the period 1975-2010. Both the immediate impacts and the cumulative 20-day impacts are assessed for each of the extreme temperature event types. The 51 metropolitan areas were then grouped into 8 regions for meta-analysis. For heat events, the greatest mortality increases occur with a 0-day lag, with the subsequent days showing below-expected mortality (harvesting) that decreases the overall cumulative impact. For EHE, increases in mortality are still statistically significant when examined over 20 days. For REHE, it appears as though the day-0 increase in mortality is short-term displacement. For cold events, both relative and absolute, there is little mortality increase on day 0, but the impacts increase on subsequent days. Cumulative impacts are statistically significant at more than half of the stations for both ECE and RECE. The response to absolute ECE is strongest, but is also significant when using RECE across several southern locations, suggesting that there may be a lack of acclimatization, increasing mortality in relative cold events both early and late in winter.

AbstractThis article explores who is participating in leadership learning initiatives in higher education and how they are represented in research, assessment, and evaluation. The article is useful to leadership educators because it explores who is conducting leadership research, assessment, evaluation, and scholarship (i.e., positionality)—and how these factors may influence methods and findings.

AbstractThis study highlights opportunities for developing programs and initiatives to assist Black men in understanding leadership and seeing themselves as leaders, and for decreasing low college retention and persistence rates. The themes from this qualitative narrative inquiry highlight leader identity, capacity, and efficacy for undergraduate Black men. Narrative inquiry was appropriate for this study because the researchers sought to better understand how Black undergraduate male student leaders make meaning of their experience in higher education related to their comprehension of leadership and identity as leaders.

We write this love letter to Black students, faculty, staff, executive leadership in higher education, and the surrounding community to center their/our Blackness. We want to acknowledge your frustration and anxiety. The "Dear" sections of this letter are written in raw language, specifically to Black people – acknowledging that it is ok to be pissed, fatigued, and not wanting to engage in performative anti-racist expressions of love for Black people. We do not want you to dismiss your own racial battle fatigue you have been coping with this summer. We hope through this letter you consider centering and recentering your wellness through this pandemic and the recent performative gestures of love for Blackness in academe. We were invited by JCSCORE's Editor-in-Chief Cristobal Salinas Jr. to write this letter from the Editorial Board Members with the goal "to center and amplify Blackness in academia".