Leadership Identity Development Among Lesbian, Gay, Bisexual, and Transgender Student Leaders

By Kristen A. Renn, Brent Bilodeau. 2005

97 citations recorded by the source corpus.

Subfields: Education, Management of Technology and Innovation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b46c88822f5ea7616ed4804fe1830969defb65b4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Susan R. Komives
2. F. Harris
3. John P. Dugan
4. Lori D. Patton
5. T. C. Segar
6. Brent Bilodeau
7. Kristen A. Renn
8. Somnath Sinha

In Management of Technology and Innovation

1. F. Harris
2. Lori D. Patton
3. Brent Bilodeau
4. Kristen A. Renn
5. Susan R. Komives
6. John P. Dugan

In Social Psychology

1. F. Harris
2. Susan R. Komives
3. Lori D. Patton
4. John P. Dugan
5. Kristen A. Renn
6. Brent Bilodeau
7. T. C. Segar
8. D. Hanuscin

Citations in the corpus

• Perspectives on Identity, Disclosure, and the Campus Environment Among African American Gay and Bisexual Men at One Historically Black College (2011, background): “Researchers have examined the experiences of LGBT students in college (Evans & Broido, 1999; Renn & Bilodeau, 2005; Sanlo, 2004), yet rarely are African American students’ experiences accounted for in the literature (Loiacano, 1989).”
• College Student Capacity for Socially Responsible Leadership: Understanding Norms and Influences of Race, Gender, and Sexual Orientation (2008, background): “Even less research is available on the leadership development of lesbian, gay, and bisexual (LGB) students (Renn, 2007; Renn & Bilodeau, 2005).”
• Development of teacher leadership identity: A multiple case study (2017, background): “Thus, an individual progresses towards complex ways of ‘being’ a leader through various personal experiences, new roles, social interactions, and feedback from others (Renn & Bilodeau, 2005).”
• Leadership Identity Development: Challenges in Applying a Developmental Model (2009, background): “While several qualitative researchers have or are conducting their own LID studies on their campuses (Durham, n.d.; Renn & Bilodeau, 2005), the leadership educator need not be an expert in qualitative research methods to be able to use LID as a tool for powerful informal assessment.”
• College Men’s Meanings of Masculinities and Contextual Influences: Toward a Conceptual Model (2010, methodology): “held a feedback session where I presented the conceptual model to men who participated in the study. During the feedback session, I asked the participants to comment on the degree to which the model accurately captured their perspectives on masculinities and the genderrelated experiences they shared”
• Analysis of LGBT identity development models and implications for practice (2005, methodology): “Developed to represent sexual orientation identity development, D’Augelli’s model has also been used for understanding corresponding processes in the formation of transgender identity (Renn and Bilodeau, 2005).”