Historically White Colleges and Institutions (HWCIs) have long been upholders of tradition and institutional culture. For leaders of color who steer these hallowed halls, the journey is often marked by challenges and victories that shed light on the developing landscape of leadership.
Leaders of color in HWCIs are pioneers, often becoming the first to break barriers in their respective academic departments or institutions. Their experiences provide valuable insights into the evolving dynamics of leadership in higher education.
One of the most important aspects of leadership in HWCIs is the concept of “tempered radicalism.” Leaders of color adopt this approach to challenge the status quo from within, making incremental changes while upholding a presence and legitimacy in their institutions. This approach is crucial in effecting positive change and promoting diversity and inclusion in traditionally homogenous settings.
Furthermore, leaders of color face the exceptional challenge of “double consciousness,” a term coined by W.E.B. Du Bois. This duality of identity means they must settle their own cultural identity with the leading culture of their institutions. It’s a complex steering of self and other’s perceptions, and it often shapes the strategies these leaders employ.
Their leadership strategies often involve disruptive self-expression, verbal jujitsu, variable-term opportunism, and strategic associations. These approaches allow leaders of color to address and battle issues of equity and inclusion while upholding their professional identity.
Leadership in HWCIs is not without its challenges. From resistance to cultural change to the balancing act of directing institutional norms, leaders of color must overcome noteworthy hurdles. However, their experiences and insights provide a blueprint for the future of leadership in an increasingly diverse and comprehensive educational landscape.
In conclusion, the insights gathered from leaders of color in HWCIs are priceless in understanding the evolving landscape of leadership in higher education. Their journeys serve as proof of the transformative power of tempered radicalism and the possibility for positive change in traditionally homogenous institutions.