As a socially constructed phenomenon (DeRue & Ashford, 2010), leader identity is influenced by implicit theories of leadership (Chunoo & Torres, 2023; DeRue & Ashford, 2010) and controlling narratives (Collins, 2000) that contribute to the underrepresentation of Black women college students in leader roles (Jones & Reddick, 2017). Student government is a key campus organization that serves as a voice and advocate for students, is directly connected to institutional administration, and is grounded in formal structures built when Black women were excluded from higher education (Commodore et al., 2018; Horowitz, 1987). Black women college student leaders continue to be underrepresented in these organizations (Goodman, 2022). Although existing research broadly highlights barriers Black women college students face in leader roles, little is known about how they construct and negotiate their leader identities within the highly formalized student government context.
This qualitative, interpretative phenomenological study examined how Black women college students at large enrollment, predominantly White institutions (PWIs) in the Southeastern United States made meaning of their leader identities and the role student government involvement played in this process. Guided by the epistemology of Black feminist thought (Collins, 2000), framed in the culturally relevant leadership learning model (Jones et al., 2016), and conducted within the constructivist paradigm (Mertens, 2020), this study engaged 10 participants through semi-structured interviews followed by an optional facilitated group discussion of the themes derived from initial data analysis.
Findings revealed the overarching theme of leader identity formed through contradiction supported by five sub-themes: (a) centering relationships, advocacy, and making a lasting impact; (b) battling conflicting messages; (c) managing the value and pressure of role modeling; (d) navigating student government organizational culture and structure; and (e) developing skills through contrasting examples. This study encourages Black women college student leaders to continue to showcase diverse and talented leadership while offering support for and uplifting one another. Critical insights for leadership educators and student government advisors are presented, emphasizing the need to engage in asset-based, culturally relevant leadership learning that recognizes the importance of campus context and student leader efficacy in supporting leadership development for Black women college students navigating historically exclusionary environments (Jones et al., 2016).