Abstract
Abstract: This study explored the experiences of undergraduate BIPOC students in leadership education and development programs at two predominantly white institutions of higher education. Informed by interpretative phenomenological analysis, interviews with 36 students in various leadership roles (including residence life, peer mentoring, student government, and cultural organizations) demonstrated how values of community, collaboration, and justice guide their perspectives and commitments regarding leadership. Implications for research and practice to create better support structures for BIPOC student leaders are offered.
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