ORCID
Arig al Shaibah, https://orcid.org/0000-0002-3967-9079
Abstract
Despite, or perhaps precisely because of, the current partisan pushback against equity, diversity, and inclusion (EDI) efforts in Western higher education institutions, universities may be well served to renovate their approaches to leadership diversity development to build greater capacity for advancing mission-critical inclusion excellence priorities. This article describes a promising educational intervention that has broad applicability to more meaningfully develop leadership proficiencies that better enable the advancement of EDI goals in higher education. While individual diversity leadership development programming is a micro-level intervention, it could prove beneficial—though insufficient on its own—as a prerequisite for macro-level equity and inclusion policymaking and organizational change practices. The leadership diversity development intervention discussed in this article leverages Ramsey and Latting’s (2005) typology of 14 intergroup competencies, which is a particularly appealing model given its reliance on empirically grounded, socioecological, culture-general competencies required for intrapersonal, interpersonal, sociocultural, and structural/societal change. The intervention, designed and tested as a proof of concept, is described with implications for future empirical validation.
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Educational Leadership Commons, Educational Methods Commons, Humane Education Commons, Social Justice Commons
