Julie E. Owen，We Are the Leaders We've Been Waiting For: Women and Leadership Development in College

Routledge, 2020

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Julie E. Owen’s We Are the Leaders We've Been Waiting For: Women and Leadership Development in College, published in 2020 by Routledge, offers a timely and thought-provoking reconsideration of leadership in the context of higher education. At a time of significant social change, shifting campus demographics, and a growing demand for more equitable and inclusive structures, Owen’s work stands out as both timely and foundational. The book offers a rigorous critique of traditional leadership paradigms and introduces a dynamic, theory-rich, and practice-oriented framework grounded in intersectional feminism. By centering the lived experiences of college women and gender-expansive students, Owen highlights the vital connections between identity, context, critical consciousness, and systemic power in shaping leadership development. This review explores Owen’s transformative vision, examining her critique of conventional models, her engagement with intersectionality, her innovative pedagogical strategies, and the powerful implications her work holds for educators and students committed to building a more just and inclusive future of leadership.

I. Book Overview

This book weaves together autobiographical narratives from college students with critical reflections on gender and leadership. Each chapter presents stories alongside thought-provoking propositions for readers to consider, while a glossary of key terms at the end supports understanding. Central themes include questioning binary gender conceptualizations, complicating notions of difference, moving from feminine to feminist approaches to leadership, and offering strategies for enacting leadership in just, equitable, and human-centered ways.

Chapter 2 provides a historical and social overview of women and leadership, reviewing the waves of feminism and linking them to evolving ideas about leadership. It introduces intersectional and transnational perspectives and considers how privilege and oppression shape experiences of both feminism and leadership. Next, Chapter 3 focuses on identity, intersectionality, and leadership efficacy. Readers are invited to reflect on their personal and social identities, the systems of power that shape them, and their own leadership motivations and capacities.

Chapter 4 examines how gender socialization influences women’s leadership development, addressing concepts such as chilly classroom climates, crises of confidence, and the impact of media and appearance. Chapter 5 highlights campus and community leadership contexts, with attention to issues like reproductive rights, sexual violence, and student debt, while also reviewing women’s organizations and offering guidance on feminist approaches to leadership. Then, Chapter 6 reviews empirical research on gender and leadership, including stereotypes, prejudice, discrimination, implicit bias, and their effects on representation, wages, and promotion.

Chapter 7 explores metaphors for women’s leadership journeys—such as glass ceilings, sticky floors, and labyrinths—while critiquing Lean In ideology and offering strategies to close leadership gaps. Chapter 8 challenges gendered assumptions about leadership styles, introduces concepts such as the double-bind and stereotype threat, and presents culturally relevant leadership learning theory. In the last, Chapter 9 connects feminist leadership with broader social change movements, exploring civic action, allyship, activist sustainability, and the role of men and gender-nonconforming individuals in feminist leadership.

II. Deconstructing Traditional Canons and Reimagining the Essence of Leadership

At the heart of Owen’s scholarly work lies a sharp and compelling critique of traditional leadership models that have long dominated academic discourse and public imagination. She argues that these conventional paradigms often depict leadership as a fixed set of traits, typically associated with assertiveness, decisiveness, and hierarchical authority, and as something possessed by a select few “heroic” individuals. Such frameworks tend to prioritize individual achievement and positional power, while often reflecting and reinforcing masculine-coded behaviors and Eurocentric worldviews. Owen persuasively illustrates how these narrow definitions not only fail to address the complex demands of 21st-century leadership but also exclude and marginalize individuals, particularly women and members of historically underrepresented groups, who do not conform to this restrictive mold.

In response, Owen calls for a fundamental paradigm shift: one that understands leadership as a dynamic, relational, and socially constructed process. Drawing on feminist theory, critical pedagogy, and student development theory, she reframes leadership not as an innate quality, but as something that emerges through interaction, dialogue, and collective engagement within specific social and cultural contexts. This process-oriented view moves beyond traditional “hero/shero” models and sheds light on the complex, often intrapersonal dimensions of leadership. It emphasizes the significance of social identities, the widespread influence of power dynamics, and the essential role of cultural context in shaping how leadership is understood, accessed, and practiced.

Owen in the introductory chapter sets the stage for this shift, challenging binary conceptions of gender and advocating for a feminist, intersectional approach. She differentiates between feminine leadership and feminist leadership, arguing for the latter as a transformative and socially conscious model. This aligns with her broader critique of traditional models and her emphasis on leadership as a process grounded in social justice.

One of the most intellectually engaging elements of Owen’s critique is her examination of the phrase “women’s leadership.” She thoughtfully questions whether the possessive form, although often used with good intentions, may unintentionally reinforce a narrow and essentialized notion of womanhood. She asks whether this risks confining leadership within gendered expectations and limiting what leadership can mean for individuals who identify as women, as well as for gender-expansive students. Rather than dismissing the significance of gender-based barriers, Owen urges us to complicate gendered assumptions and embrace a broader, more inclusive understanding of leadership. She challenges the search for a singular, replicable women’s leadership style and instead calls for recognition of the diverse expressions of leadership that reflect the wide spectrum of individual identities and lived experiences. This perspective encourages students and educators alike to navigate ambiguity and embrace complexity, moving away from binary, either/or thinking about gender and leadership. It encourages an understanding of leadership as a dynamic and adaptable practice that reflects a wide range of authentic experiences.

This reconceptualization is especially relevant considering what the book describes as the changing context of today's women students' experiences. Increasingly, students’ aspirations go beyond traditional success metrics like climbing the corporate ladder, expanding to include goals such as social innovation, entrepreneurship, policy engagement, and activism. Owen’s framework affirms these evolving ambitions, demonstrating that leadership can thrive not only in formal roles of authority, but also in grassroots organizing, creative expression, advocacy, and collaborative problem-solving.

III. The Unwavering and Illuminating Lens of Intersectionality

One of the most defining and impactful elements of this book is its sustained and insightful use of an intersectional feminist lens. Originating from legal scholar Kimberlé Crenshaw, intersectionality provides a critical framework for understanding how different dimensions of an individual's identity, such as gender, race, ethnicity, class, sexual orientation, religion, ability, and nationality, are not isolated or simply additive. These identity dimensions are connected and affect each other, shaping people’s unique and complex life experiences. These intersecting identities give rise to unique, layered experiences of both privilege and oppression, which in turn shape one’s access to resources, opportunities, and power. Owen skillfully employs this lens to explore the complex realities of leadership development among college students.

She argues convincingly that any meaningful exploration of leadership, particularly as it relates to women and gender-expansive individuals, must go beyond single-axis analyses that focus solely on gender. An intersectional approach requires us to consider how multiple, overlapping identities influence every aspect of a student's leadership journey: their self-perception as leaders, the barriers and biases they face, the distinctive strengths and perspectives they bring, and the very ways they define and enact leadership. For example, a Black woman from a low-income background may experience leadership differently from a white, cisgender, affluent woman or a Latinx student with a marginalized gender identity, even though all of them encounter gendered social expectations.

Owen’s work makes a compelling case for intersectionality as a framework that creates space for intersectional considerations, opens counter-spaces within leadership literature, and provides possibility models for a world where leaders represent all genders, races, ethnicities, and other identities. Her approach shifts the discussion away from simplified notions of "women’s issues" and toward a more nuanced understanding of how systems of oppression, including racism, classism, heteronormativity, ableism, and sexism, intersect to create complex and interrelated forms of disadvantage. Particularly, Chapter 3 delves deeply into the role of identity and intersectionality in leadership development, drawing on Kimberlé Crenshaw’s theory and Komives et al.’s Leadership Identity Development Model. This chapter emphasizes how overlapping identities shape one’s leadership journey and the importance of understanding leadership as relational and contextual. This aligns with Owen’s broader argument for moving beyond individualistic and trait-based leadership models.

The book underscores that intersectionality is not only a descriptive concept but also a powerful analytical tool, one that reveals structural inequities in leadership development pipelines and challenges homogenized notions of what leadership should look like. By centering the stories and counter-stories of students from diverse backgrounds, presented not as models to imitate but as authentic reflections of non-normative lived experiences, Owen gives voice to those often excluded from mainstream leadership narratives. These narratives serve as potent pedagogical tools, illustrating how intersecting identities shape leadership aspirations, styles, and trajectories. Through this focus on lived experience, viewed through an intersectional lens, readers gain a deeper and more layered understanding of how power operates and how dominant approaches to women and leadership can be critically examined and transformed. It is this unwavering commitment to intersectionality that makes Owen’s work both groundbreaking and indispensable for contemporary leadership education.

IV. Pedagogical Innovation: Weaving Theory, Narrative, and Reflective Practice

This book stands out not only for its theoretical sophistication but also for its deliberate design as a dynamic and transformative educational resource. As a seasoned educator, Owen brings a deep understanding of liberatory pedagogy, crafting the book to seamlessly integrate complex theoretical insights with practical, relatable, and actionable learning experiences. Her aim is to foster what she calls “critical consciousness,” which refers to a heightened awareness of social, political, and economic contradictions, along with a commitment to challenge and transform oppressive systems.

Typically, each chapter begins by introducing key theoretical frameworks, such as the different waves of feminism, critical race theory, identity development models, and theories of social change, all presented in a manner that is both intellectually rigorous and accessible. These concepts are then brought to life through the inclusion of “Narratives and Counter-Narratives”: powerful first-person accounts from current and former students, as well as occasionally from educators and practitioners. Rather than serving as prescriptive models, these narratives offer honest portrayals of diverse leadership experiences, including their challenges, contradictions, and victories, thereby validating students' own journeys and illustrating the real-world relevance of the theories discussed.

A core element of Owen’s pedagogical strategy is the use of “Critical Reflection Questions” and active learning exercises at the end of each chapter. These are more than simple comprehension checks. They are thoughtfully crafted prompts that promote deep introspection, critical inquiry, and meaningful dialogue. Students are encouraged to examine their assumptions about leadership, explore their social identities, analyze the power dynamics within their contexts, and consider how they can contribute to building more just and equitable communities. Activities such as journaling, small group discussions, case study analysis, and action planning are all designed to support a more personal and engaged learning experience. Owen also weaves storytelling throughout the text. This enhances the book’s accessibility and emotional depth, making complex or sensitive ideas more approachable for a diverse student audience.

By using multiple modes of learning and knowing, these artistic elements enrich the educational experience and support a more holistic understanding of leadership, understood not only as an intellectual pursuit but also as an embodied and lived practice. Through this multifaceted pedagogical approach, Owen infuses critical perspectives in a developmental manner, guiding readers through increasingly complex processes of deconstructing and reconstructing theory to inform practice and promote social justice. This book serves not only as an educational resource but also as a catalyst for personal growth and the development of critically conscious leaders.

This pedagogical approach is evident throughout the book. Chapter 2, for example, traces the historical and socio-political context of women’s leadership and connects feminist theory to leadership learning outcomes, encouraging students to reflect on their identities and values. Moreover, Chapter 4 examines how gender socialization influences women’s leadership experiences and encourages strategies for disrupting internalized gender norms. These chapters, like others in the book, blend theoretical exploration with practical reflection.

V. The Authorial Voice and the Spirit of Collaboration

The credibility and influence of this book are rooted in the expertise of its author, Dr. Julie E. Owen. As an Associate Professor of Leadership Studies at George Mason University, where she oversees the leadership studies programs and is affiliated with Women and Gender Studies as well as the Higher Education Program, Dr. Owen brings both scholarly rigor and practical insight to her work. Her extensive research in areas such as socially responsible leadership, civic engagement, student identity development, and the Scholarship of Teaching and Learning (SoTL) informs every aspect of this book.

What makes the book particularly compelling is its deeply collaborative nature. Owen explicitly acknowledges that the book is a product of multiple collaborations and intellectual contributions of a diverse group of undergraduate and graduate women who helped shape the course on which it is based. These students provided research support, critical readings, as well as the diverse narratives that are included throughout the book. This collaborative ethos is not merely a footnote. It is central to the book’s authenticity and power.

By genuinely incorporating student voices into the very fabric of the text, Owen models the inclusive and participatory leadership she advocates. This approach ensures that the book speaks with and to students, rather than merely about them, making its message even more resonant and impactful. For instance, Chapter 9 highlights Owen’s emphasis on community organizing, coalition-building, and the importance of allies, including men and gender-diverse individuals, in feminist leadership. She introduces concepts like direct action, policy engagement, and critical hope, drawing on Barbara Love’s idea of liberatory consciousness. This chapter underscores that leadership development is a collective and collaborative process.

VI. Practical Pathways: Resources for Transformative Educational Practice

Beyond its significant theoretical contributions, this book is also a profoundly practical resource. It is designed to be versatile and accessible to a wide audience, including undergraduate and graduate students in leadership courses, faculty members in various disciplines, and student affairs professionals working directly with college students.

The book’s utility as a practical guide is further enhanced by its companion volume, Women and Leadership Development in College: A Facilitation Resource, co-authored by Owen with Jennifer M. Pigza and other associates. This facilitation guide translates the core concepts and pedagogical principles of the main text into tangible, ready-to-use tools for educators. It offers approximately 40 step-by-step modules and activities specifically designed to foster engaging and transformative discussions on gender, intersectionality, and leadership in various educational settings. These resources are invaluable for educators seeking to move beyond traditional lecture formats and create more inclusive, participatory, and reflective learning environments.

The emphasis in both the book and its companion volume is on shifting educational practice from teacher- to learner-centered environments, from hierarchical to shared responsibility for learning, and from absolute to constructed ways of knowing. This pedagogical stance empowers students to become active agents in their own learning and leadership development, fostering a sense of ownership and critical engagement that is essential for cultivating authentic and impactful leaders.

VII. Echoes and Impact: The Book’s Enduring Significance in Contemporary Discourse

The publication of We Are the Leaders We've Been Waiting For marks a significant moment in the ongoing evolution of leadership studies, gender studies, and higher education practice. Its importance resonates deeply with the contemporary socio-political climate, characterized by widespread calls for social justice, heightened awareness of systemic inequities, and a growing recognition of the need for more diverse and ethical leadership across all sectors of society. The book addresses a critical moment for women and leadership, offering a framework that is both timely and timeless.

Owen’s work makes a crucial contribution by challenging the traditional and male-centered foundations of leadership theory. By centering intersectional feminist perspectives, she not only critiques the limitations of existing models but also offers a constructive and hopeful alternative. The book provides a much-needed language and conceptual toolkit for understanding and addressing the complex ways in which gender, race, class, and other social identities shape leadership experiences and opportunities. It pushes the field of leadership education to become more self-reflective, more inclusive, and more attuned to the lived realities of an increasingly diverse student population.

Furthermore, the book’s emphasis on critical consciousness and social responsibility aligns powerfully with the civic mission of higher education. It encourages students not only to develop their individual leadership capacities but also to consider how they can leverage their skills and influence to contribute to positive social change and challenge oppressive systems. In this sense, Owen’s work is not just about developing leaders for existing structures but about cultivating leaders who can help transform those structures to be more equitable and just.

VIII. Conclusion: A Clarion Call for Inclusive, Authentic, and Courageous Leadership

In conclusion, Julie E. Owen's We Are the Leaders We've Been Waiting For: Women and Leadership Development in College is a timely, thoughtful, and essential contribution to leadership studies. It challenges students, educators, and practitioners alike to rethink and reimagine the very meaning of leadership. By skillfully combining rigorous scholarship, powerful personal narratives, and innovative teaching strategies, the book presents a comprehensive and engaging exploration of leadership development through a critical and intersectional feminist lens.

Owen’s central message is one of empowerment and possibility. The leaders we have been waiting for are not mythical figures or distant saviors. They are already present in our classrooms, our communities, and within ourselves. The crucial task, as this book eloquently argues and carefully demonstrates, is to cultivate the necessary conditions. These include awareness, critical consciousness, supportive environments, and inclusive practices that allow diverse leadership potentials to emerge, to be recognized, and to flourish. The book calls on us to move beyond simplistic, one-size-fits-all approaches and to embrace the rich complexity of leadership as it is lived and experienced by individuals with intersecting identities.

The book serves as both an indispensable educational resource and an inspirational call to action. It urges educators to adopt more critical and inclusive pedagogies, and it empowers students to claim their own leadership identities with authenticity and courage. It exposes so much more than just barriers to women's leadership, delving into broader areas of gender inequality from the pay gap to sexual violence, and underscores that context matters, by examining the social and historical developments that have defined our identities. For anyone committed to fostering equitable, reflective, and impactful leadership in higher education and beyond, this book is not merely a valuable addition to their library. It is an essential guide for the journey ahead, one that leads toward a future where leadership genuinely reflects the diverse talents, voices, and aspirations of all people.

At the same time, readers may wish to consider certain limitations. For example, while the book powerfully addresses the U.S. higher education context, its applicability across diverse cultural or institutional settings could be further explored. Likewise, some may argue that the emphasis on feminist and intersectional frameworks, though crucial, leaves less space for alternative perspectives on leadership development. These points do not diminish the book’s significance. Rather, they open pathways for further debate, adaptation, and research, ensuring that the conversation on inclusive and transformative leadership continues to evolve.

References

• Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1989(1), 139ー167.
• ―――― (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241ー1299.
• Komives, S. R., Owen, J. E., Longerbeam, S. D., Mainella, F. C., & Osteen, L. (2005). Developing a leadership identity: A grounded theory. Journal of College Student Development, 46(6), 593ー611.
• Love, B. J. (2000 or 2010). Developing a liberatory consciousness. In Readings for diversity and social justice. Routledge.
• Pigza, J. M., Owen, J. E. (2021). Women and Leadership in College: A Facilitation Resource. Routledge.

Publisher's Official Website

Routledge

https://www.routledge.com/We-are-the-Leaders-Weve-Been-Waiting-For-Women-and-Leadership-Development-in-College/Owen/p/book/9781642670097

About the Author

Jie ZHANG

Jie ZHANG is Project Lecturer at the Institute for Global Leadership, Ochanomizu University, Japan. Her field of expertise is sociology. She holds a Ph.D. in International Studies from Waseda University. Her research focuses on migration, the international labor market, and gender comparison, particularly examining the social adaptation of immigrants in Japan and gender differences in career awareness. Before assuming her current position in 2024, she served as a Research Associate and Assistant Professor at the Institute of Asia-Pacific Studies, Waseda University and as a part-time lecturer at Keio University, among other positions.

researchmap：https://researchmap.jp/qiburi