This study demonstrates the need for leadership educators to become more multiculturally competent and presents select findings on the relationship between multicultural competence and the use of certain models and practices among student affairs professionals responsible for leadership education. Specifically, the results provide evidence that student affairs professionals, who intentionally use a model for program development and use specific practices for infusing diversity into leadership programming, demonstrate higher levels of multicultural competence than student affairs professionals who do not intentionally use a model for program development.
Wilson, A. B. (2012). Redefining the Role and Practices of Leadership Educators: The Relationship between Multicultural Competence and the Use of the Social Change Model of Leadership Development. The New York Journal of Student Affairs, 12(1). Retrieved from https://commons.library.stonybrook.edu/nyjsa/vol12/iss1/3