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Innovative Approaches to Educational Leadership

Selected Cases


Edited By Carrie Rogers, Kofi Lomotey and Adriel Hilton

Of late, leadership has come to include individuals in elementary, secondary and tertiary institutions who do not necessarily carry leadership titles.  Faculty in preK-16 institutions, along with other staff and community people, have increasingly begun to take on leadership responsibilities as shared leadership is articulated and practiced more and more in education.  This volume focuses on educational leadership--broadly defined.  More specifically, following several research-based thought pieces in which the authors define and discuss this new conception of leadership, contributors offer preK-16 case study illustrations of this recent conception of educational leadership.  Readers will use this casebook as a foundational text for courses in teacher education, educational leadership, business and higher education. It includes detailed chapters focused on teacher leadership, principal leadership and higher educational leadership.
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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



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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