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This chapter focuses on the concept of genderwashing in the context of higher education (HE) in the United States. Using intersectionality as a framework, the authors critically examine gender-based affinity groups, which are used in HE as a common strategy to support diversity and equity efforts. The authors discuss how such efforts often fall short in facilitating meaningful organizational or systemic change and provide questions and considerations for addressing genderwashing that are informed by an intersectional lens.

Many colleges and universities within USA higher education claim that their graduates understand global leadership. The purpose of this study is to explore undergraduate students’ understanding of global leadership through their participation in short-term study abroad leadership courses.

Utilizing a post-intentional phenomenological (PIP) framework, this qualitative study explored how the phenomenon of undergraduate students’ understanding of global leadership may take shape through their participation in short-term study abroad leadership courses. A secondary research question explored how the context of short-term study abroad leadership courses provokes students’ understanding of global leadership. Interviews were conducted with a diverse sample of twelve participants, either current students or alumni, from three institutions.

The four key productions of the phenomenon were developing a leadership identity, influences of experiences, perceived impact of short-term study abroad courses on understanding of global leadership and application of global leadership. Select productions and associated provocations are discussed.

Based on these productions and provocations of the phenomenon, implications for leadership educators are provided.

This inquiry focuses on the phenomenon of undergraduate students’ understanding of global leadership to build on the knowledge about the experiences of students participating in short-term study abroad leadership courses. It fills a gap in the literature related to what is known about short-term study abroad leadership courses and outcomes from student participants. The methodology of this study as a PIP design further contributes to the need for qualitative research in leadership education. It is through this methodology that the diverse sample of student voices has been captured to inform our field of their experiences.