Loyola University Chicago

School of Education

Faculty and Staff Directory

Dugan, John P.

Title/s: Associate Professor;
Program Chair; Program Director

Specialty Area: Leadership Development; Human Development & Capacity Building; Critical Pedagogy; Social Justice

Office #: Lewis Towers 1106, WTC

Phone: 312.915.7637

E-mail: jdugan1@luc.edu

CV Link: Dugan CV


I began my academic career at Loyola University Chicago in 2007. Prior to my academic appointment I worked in full-time administrative positions in higher education at the University of Maryland and University of Nevada Las Vegas.

My research agenda focuses on deepening the understanding of leadership development particularly through the infusion of perspectives derived from critical social theory. Calhoun (1991) suggests “critical social theory helps practical actors deal with social change by helping them see beyond the immediacy of what is at any particular moment to conceptualize something of what could be” (p. 9). Critical perspectives also serve as a powerful reminder that when left unquestioned the concept of leadership can default to a tool for ideology and hegemony versus a vehicle for social justice. Thus, the application of critical perspectives to the study of leadership allows for the disruption of dominant assumptions, the centering of diverse voices and perspectives, and the cultivation of critical consciousness, agency, and hope. All of this is in service of deconstructing and reconstructing systems in more equitable and socially just ways.

Two active research projects support my scholarly interests. The Multi-Institutional Study of Leadership is a quantitative, international research program that has collected data at more than 350 colleges and universities in five countries with data representing over 500,000 respondents. The second project is a qualitative, longitudinal study that employs both critical narrative and phenomenological methods to understand the influences of identity and power on leadership for social justice. Data from 10 participants representing a wide array of career sectors (e.g., medicine, education, non-profit, business) contribute to a rich dataset used to create powerful counter-narratives as well as answer critical questions about navigating identity and power in the pursuit of leadership for social justice.

My teaching philosophy mirrors the values that undergird my research agenda and is predicated on the belief that the most powerful learning environments are those that are reciprocal, characterized by shared responsibility, where knowledge is mutually constructed, and that cultivate capacities for critical learning. This positions a deep awareness of social location and the flow of power as central and has direct implications for how I enter the classroom and construct my role as an educator concerned not just with course content, but also with contributing to transformational learning environments.


  • Ph.D., University of Maryland, College Park, MD
  • M.Ed., University of Maryland, College Park, MD
  • B.A., John Carroll University, University Heights, OH

Program Areas

  • Higher Education
  • International Higher Education
  • Undergraduate Minor in Leadership Studies

Research Interests

  • Demystifying College Student Leadership Development: Focused on the identification of antecedents, environmental influences, and developmental factors associated with the development of leadership and leadership-related (e.g., efficacy, resilience, hope, identity salience, cognitive skills, social perspective-taking) educational outcomes.
  • Integrating Identity, Involvement, and Leadership: Centers the experiences of traditionally minoritized students (e.g., racial and ethnic groups; lesbian, gay, bisexual, and queer students; trans* identified students) to better understand their collegiate experiences as well as the influences of identity and culture more broadly on how leadership is experienced, understood, and enacted.
  • Troubling Leadership Theory: Infuses critical perspectives to deconstruct dominant leadership theory and reconstruct in ways that better reflect principles of social justice.

Professional & Community Affiliations

  • American College Personnel Association (ACPA)
    • Governing Board Member, 2013-2016
    • Annual Convention, Co-Program Chair, 2013
  • National Clearinghouse for Leadership Programs (NCLP)
    • Faculty Scholar
  • National Association of Student Personnel Administrators (NASPA)
  • International Leadership Association (ILA)

Courses Taught

  • ELPS 419 Leadership in Higher Education
  • ELPS 429 Advanced Student Development Theory
  • ELPS 429 Psychology of Power & Authority in Cross-Cultural
                       Leadership: Lessons from Rome
  • ELPS 433 Student Development in Higher Education
  • ELPS 505 Seminar on Leadership Theory


  • The JASPA Scholarship Award, Jesuit Association of Student Personnel Administrators, 2014.
  • Research Article of the Year, American Educational Research Association's Queer Studies Special Interest Group, 2013. [For Dugan, J. P., Kusel, M., & Simounet, D. (2012). Transgender undergraduates: An exploratory study of perceptions, experiences, and outcomes. Journal of College Student Development, 53, 719-736.]
  • Distinguished Faculty Award for Excellence in Research, School of Education, Loyola University Chicago, 2013.
  • Transformative Education Award, Loyola University Chicago, Student Diversity and Multicultural Affairs, 2012

Selected Publications

  • Dugan, J. P., Turman, N. T., & Torrez, M. A. (2015). Beyond individual leader development: Cultivating collective capacities. In M. Evans, & K. Knight Abowitz (Eds.), New Directions for Student Leadership: Engagement and Leadership for Social and Political Change (Vol. 148, pp. 5-15). San Francisco, CA: Jossey-Bass.
  • Dugan, J. P., & Velázquez, D. (2015). Teaching contemporary leadership: Advancing students’ capacities to engage with difference. In S. Watt (Ed.), Designing transformative multicultural initiatives: Theoretical foundations, practical applications, and facilitator considerations (pp. 105-118). Sterling, VA: Stylus.
  • Dugan, J. P. (2015). The measurement of socially responsible leadership: Considerations in establishing psychometric rigor. Journal of Educational, Cultural, and Psychological Studies, 12, 23-42.
  • Dugan, J. P., Bohle, C. W., Woelker, L., & Cooney, M. A. (2014). The role of social perspective-taking in developing students’ leadership capacities. Journal of Student Affairs Research and Practice, 51(1), 1-15.
  • Komives, S. R., & Dugan, J. P. (2014). Student leadership development: Theory, research, and practice. In D. V. Day (Ed.), Oxford Handbook of Leadership and Organizations (pp. 802-828). Oxford: Oxford University Press.
  • Dugan, J. P., Fath, K. Q., Howes, S. D., Lavelle, K. R., & Polanin, J. R. (2013). Developing the leadership capacity and leader efficacy of college women in science, technology, engineering, and math fields. Journal of Leadership Studies, 7(3), 6-23.
  • Dugan, J. P. (2013). Patterns in group involvement experiences during college: Identifying a taxonomy. Journal of College Student Development, 54, 229-246.
  • Kodama, C., & Dugan, J. P. (2013). Leveraging leadership efficacy in college students: Disaggregating data to examine unique predictors by race. Equity & Excellence in Education, 46, 184-201.
  • Dugan, J. P., Kusel, M., & Simounet, D. (2012). Transgender undergraduates: An exploratory study of perceptions, experiences, and outcomes. Journal of College Student Development, 53, 719-736.