The image of an inclusive leader in the perception of student youth
The development of youth leadership potential is closely linked to the educational environment, which serves as a unique space for interaction among students with diverse needs and abilities. It is within this environment that perceptions of leadership are shaped, influencing young people over an extended period. However, inclusive leadership and its perception within the youth community remain insufficiently studied in sociology. This article presents an original definition of the “image of an inclusive leader”, which is an adapted sociological concept of the “social portrait”, taking into account the specifics of inclusion and youth leadership. To empirically validate this concept, the author conducted a sociological study using an online survey (N = 295) among students of Russian universities that are part of the Resource Educational & Methodical Center network. The questionnaire included three sections: the social portrait of an inclusive leader, the specifics of its perception by youth, and respondent demographic data. The study results indicate that young people have a well-formed understanding of an inclusive leader as a person with a specific set of personal qualities and values. Unlike traditional leadership, inclusive leadership is primarily expressed through supportive behavior and mentorship. The key characteristics of an inclusive leader valued by youth include empathy, high moral standards, and benevolence. The study also identified key factors influencing the perception of inclusive leadership, including the presence of disabilities or health limitations, gender, and age. While the willingness of young people to become inclusive leaders is relatively high, respondents highlighted significant barriers that require systemic support measures at the national level.
Semochkina, N. N., Rudneva, M. Ya. (2025), “The image of an inclusive leader in the perception of student youth”, Research Result. Sociology and management, 11 (3), 93-107. DOI: 10.18413/2408-9338-2025-11-3-0-6.
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