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The Education Doctorate (Ed.D.)

Issues of Access, Diversity, Social Justice, and Community Leadership


Edited By Virginia Stead

This first-of-its-kind text explores the Ed.D. program as a crucible for equitable higher education and community leadership. It was inspired in part by the Carnegie Project on the Educational Doctorate (CPED) and, more broadly, by widespread international interest in the power of the Ed.D. as a force for positive social change. The book’s range of cultural contexts and educational perspectives promises new insights and solutions for policy analysts, policy makers, executive administrators, faculty researchers, philanthropists, and policy beneficiaries.
In contrast to the traditional Ph.D., the Ed.D. typically attracts educational practitioners within school boards, government agencies, non-governmental organizations (NGOs), as well as standalone or internationally linked community associations. The greatest attraction of the Ed.D. is an assessment strategy that encourages graduate students to incorporate their own cultural and professional contexts into a capstone project instead of producing a classic dissertation.
This book features inclusive language, highlights everyday expressions from minoritized cultures, and clarifies new concepts to accommodate new scholars and English Language Learners. Readers will discover representative research on Ed.D. policy and practice from the United States, Canada, and a sprinkling of other countries. Renowned and emergent researchers represent multiple roles within the Ed.D. education process. Individual chapters contrast historical and contemporary issues, and raise awareness about many complexities and strategies that make the Ed.D. an ideal engine of professional empowerment and social justice leadership.
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Chapter Twenty-Six: Stepping Up: Tribal College Leadership and the Ed.D. Program

← 348 | 349 → CHAPTER TWENTY-SIX


Leadership in Tribal Colleges and Universities (TCUs) is a unique endeavor. These institutions work within contexts that legitimize formal education but are separate from mainstream institutions in that they have different stakeholders, unique missions, and intensified fiscal challenges. The literature identifies the need for highly specialized and practical leaders, something that could be addressed by a well-tailored Ed.D. The need for strong, sustained, visionary leadership is grounded in the individual communities that TCUs serve and is fundamental to their success (Stein & Eagleeye, 1993). Comprehensively, this dictates a complex role for TCU leaders who are best served by an Ed.D. degree. A unique cultural context is to be considered when seeking a TCU leader. As stated by Moltz, “Finding a new college president is never easy, but it is especially difficult for a tribal college when its board strongly prefers to tap someone who is not only Native American but also a member of its affiliated tribe” (Moltz, 2010, para. 2).

This statement raises two critical questions. First, where will future TCU leaders come from? Second, what will potential TCU leaders need to know in order to thrive for upcoming generations? The purpose of this chapter is to address these questions. Throughout the discussion, the author uses American Indian, Native American Indian, Indian, and Indigenous people to refer to populations whose relatives have lived in North America for millennia, although there are debates in the larger Indian community about identity claims (Jaimes, 1992; ← 349 | 350 → cited in Brayboy...

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