Edited By Carrie Rogers, Kofi Lomotey and Adriel Hilton
Chapter Fifteen: Authentic Leadership at a Hispanic Serving Institution Case Study (Henrietta Williams Pichon)
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Authentic Leadership AT A Hispanic Serving Institution Case Study
HENRIETTA WILLIAMS PICHON
DIVERSITY ISSUES IN HIGHER EDUCATION
The United States higher education community is very heterogeneous. That is, there are multiple public postsecondary education (beyond primary and secondary education or K-12 education) opportunities (e.g., technical college, community/junior college, baccalaureate granting institutions, master’s degree granting institutions, seminaries, professional colleges and schools) for students, as well as multiple demographics of students (e.g., first-generation college students, ethnic/racial diversity, socioeconomic status) with various academic needs (e.g., developmental students, high achieving students, students with special needs). These public institutions of higher education are supposed to educate their citizens. So, what happens when the diverse citizens feel as though the public institutions are not meeting their needs?
Thus, it is incumbent upon all affiliated with the institutions (e.g., administration, faculty, staff, students) to fully and intentionally address issues related to diversity. In a Special Report in the Chronicle of Higher Education (2016), McMurtrie ← 229 | 230 → posited that institutions continue to make the same mistakes regarding diversity as they did post 1960s. That is, they continue to be reactionary, only respond to issues once they reach the boiling point, and use ad hoc committees that involve only a few administrators who never really understand what is really going on. Simply stated, not enough people are at the table. McMurtrie advises institutions to do the following: take ownership of the problem...
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