Publication Date
2-13-2025
Document Type
Presentation
Abstract
Graduate leadership education is an important context for increasing gender-inclusivity. Incoming students are increasingly likely to support an all-gender approach; transgender and nonbinary graduate students report safety concerns on campus; and leadership scholars have identified serious discrimination against trans and nonbinary employees in the workplace as well as the need for greater gender-inclusivity in leadership education. Cis women and men are more widely recognized as gender-diverse, whether due to intersections with other identities or due to within-gender complexity. Yet researchers often fail to identify a gender theory when researching gender and leadership, most commonly assume a gender-binary frame, and do not generally include trans or nonbinary participants. A conceptual change is needed that presents gender as a multidimensional social construct that is non-dichotomous, intersectional, and fluid. Changes at the curricular level are indicated for goals and course content; at the program level to address campus climate concerns; and at the interpersonal level to support student success and well-being.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Talis, Galen J., "Architecting a more gender-inclusive curriculum for graduate leadership education" (2025). Libraries. 267.
https://commons.lib.jmu.edu/letfspubs/267
Comments
Presentation to the 2025 LEADCC: Leading Change Conference, James Madison University