Identity perspectives of government and community college professionals in California community colleges

Abstract

The findings of this narrative inquiry indicate government and community relations professionals in California community colleges function as boundary-spanning leaders whose effectiveness is shaped by professional identity, relational credibility, and organizational placement. Participants’ narratives revealed leadership competencies are enacted as identity-based practices rather than discrete technical skills, with legitimacy and executive access playing a critical role in role effectiveness. By integrating identity theory with the American Association of Community Colleges leadership competencies, this study highlights the importance of aligning leadership structure, identity, and institutional mission to strengthen government and community relations practice in public higher education.