Influence of Campus Activities on High Achieving Students Leadership Identity Development

This article explores the leadership identity development of high achieving undergraduate students through their engagement in campus activities. Drawing on a narrative inquiry study of high achieving undergraduate students at a large public research university in the southeastern United States, the research analyzed how students construct and reflect on their leadership identities amidst academic and social expectations. Using the leadership identity development (LID) model and the culturally relevant leadership learning (CRLL) framework, the study uncovers five key themes: evolving definitions of leadership, peer influence, belonging, shifting engagement, and leadership as a relational process. Participants’ experiences reveal a shift from positional leadership to values-based, authentic leadership practices shaped by context and identity. The findings emphasize the importance of reflective and supportive environments for fostering leadership growth. This work contributes to the ongoing conversation about the intersections of leader and follower, offering insights and recommendations for educators and practitioners supporting high achieving students in leadership development across campus environments.