# data[].attributes.body
Research has shown that the experiences of Black men on PWI campuses are relatively uninviting. They are likely to experience alienation (Fries-Britt & Turner, 2002). Often times, stereotypes are reinforced that stigmatize Black men as dumb athletes or criminals who are all beneficiaries of affirmative action. Black men that are constantly exposed to these stigmas at PWIs are more susceptible to fail academically (McCoy & Rodricks, 2015). Also, relationships with faculty are not ideal as these students are sometimes prejudged about their academic abilities and faculty have low expectations of them (Moore, Madison-Colmore, & Smith, 2003).

# data[].attributes.body
Gyasi, a vlogger, shares his experience at Ohio University, a PWI

# data[].attributes.attachment_link.title
BEING BLACK AT PREDOMINANTLY WHITE COLLEGE

# data[].attributes.body
PWIs are an extension of a larger society where Black students are faced with their own set of issues that can range from microaggressions to more blatant institutional racism (Sinanan, 2016).

Subversive racial microaggressions can be damaging to a student's self- esteem and affect their perceived connection to the institution (Hall R. , 2017).

# data[].attributes.attachment_link.title
Racial Microaggressions: Comments That Sting | The New York Times

# data[].attributes.body
In 2013, Sy Stokes and members of the Black Male Institute released a spoken word video addressing the lack of diversity at UCLA.

# data[].attributes.attachment_link.title
The Black Bruins [Spoken Word] - Sy Stokes

# data[].attributes.body
Based on a film by the same name, Dear White People, is a Netflix series based at a fictional PWI, Ivy League University. It centers around a group of students of color who must face cultural bias, social injustice, and racism.
The clip below features one of the Black male characters at a predominantly White party that takes a quick turn when someone says the "N" word.

# data[].attributes.attachment_link.title
Dear White People | Reggie Featurette [HD] | Netflix

# data[].attributes.body
"Transformative leadership is a proactive approach well suited to close gaps and advance students' educational achievements, specifically for African American male students. Transformative leadership is a style utilized by leaders when making changes or adjustments in their organization based on challenging inequities (Graham & Nevarez, 2017)."

# data[].attributes.body
Transformative leadership uses equity, social justice, and fairness to empower marginalized populations. These leaders address the needs of the members of these communities and encourage them to realize their identity and challenge the status quo that may be serving as an oppressor (Graham & Nevarez, 2017).

# data[].attributes.body
Transformational leaders inspire a high degree of trust in their followers and this confidence inspires more buy-in to the organization and the individual leader. They also take the time to get to know their followers and ensure that they are placed in the tasks that are best suited for them. These leaders also place a high value on professional development and critical thinking (Bass, 1990).

# data[].attributes.body
"Research indicates that administrators are reluctant to admit the presence of racism in their schools (Ryan, 2006)."

# data[].attributes.body
"Those who promote inclusion believe that social justice can be achieved if people are meaningfully included in institutional practices and process (Ryan, 2006)."

# data[].attributes.body
"Research provides evidence that educational leaders who are also members of historically underserved groups in the United States may practice educational leadership through different filters of experience than their main-stream peers, rendering their leadership practice qualitatively different (Santamaria, 2014)."

# data[].attributes.body
"A meta-analysis of 45 studies of transformational, transactional, and laissez-faire leadership styles found that female leaders were more transformational than male leaders and also engaged in more of the contingent reward behaviors that are a component of transactional leadership. Male leaders were generally more likely to manifest the other aspects of transactional leadership (active and passive management by exception) and laissez-faire leadership (Eagly, Johannesen-Schmidt, & van Engen, 2003)"

# data[].attributes.body
"Educational leaders of color in the United States have traversed, negotiated, and often overcome myriad inequities in education themselves. What they contribute to leadership theory and practice is largely unknown or reflected in mainstream leadership paradigms. As Thomas and Ely (1996) claim in their research, by virtue of their experiences, diverse educational leaders bring different, important and qualitatively relevant knowledge to the table. Their experiences inform how they respond and approach challenges such as student achievement, motivation, and engagement (Santamaria, 2014)."

# data[].attributes.body
"Educational leaders of color think differently about how students reach goals, frame tasks, create effective teams, and communicate ideas. As a result of historical and often shared oppressions, they tend to challenge assumptions about ways in which schools and universities function, strategize, and operationalize teaching and learning in diverse societies. Their leadership practice is affected by the essence of who they are, however few studies have investigated the ways in which “who they are” positively influences “what they do (Santamaria, 2014),

# data[].attributes.body
In a study to explore the instecsectionality of race and gender for African American women  through their experiences and how they developed as leaders, research found that the study participants both race and fender informed their leadership development in academia (Davis & Maldonado, 2015)

# data[].attributes.headline
Personal Philosophy of Transformative Leadership: Experiences of Black Males at PWIs

# data[].attributes.subject
Personal Philosophy of Transformative Leadership: Experiences of Black Males at PWIs

# data[].attributes.body
According to Scanlan  &  Theoharis (2015),  "socially just leaders do not first focus on cultivating this vision, and then consider how issues of race, ethnicity, language, religion, socioeconomic status, disability, gender, and sexual orientation fit into it. Rather eliminating marginalization and promoting educational opportunities for all is central to the vision.” This is  a  shift  from  many  other  leadership  styles  that  first  focus  on  the  institutional  goals  and  vision  as  opposed  to  a  group.  Furthermore,  this  leadership  focuses  on  a  marginalized  group,  not  the  majority,  which  the  institutional  vision  most  likely  serves.

Transformative  leadership  centers  on  transforming  the  institutional  principles  that  oppress  marginalized  populations.  In  order  to  address  the  experiences  of  Black  men  at  PWIs,  it  is  important  not  to  focus  on  the  vision  and  goals  of  the  institution  first  because  they  often  are  biased,  or  at  the  very  least,  no  inclusive.  It is  essential  to  educate  all  in  the  organization  and  make  inclusion  an  essential  part  of  the  vision.

# data[].attributes.headline
Personal Philosophy of Inclusive Leadership: Experiences of Black Males at PWIs 

# data[].attributes.subject
Personal Philosophy of Inclusive Leadership: Experiences of Black Males at PWIs 

# data[].attributes.body
Some scholars predict that by 2050, White Americans will comprise less than half of the population (Umbach, 2006). Increased diversity of U.S. population has brought about a greater need for cross-cultural perspectives. Furthermore, employers are becoming more invested in diverse workforces, and rely on colleges to prepare students to work in these environments.

Interestingly, at predominantly White institutions (PWIs), White students are more likely to be segregated than other racial groups (Smith D. G., 2016).  The  most  important  aspect  of  inclusive  leadership  is  inclusion.  Inclusive  leaders,  "believe  that  social  justice  can  be  achieved  if  people  are  meaningfully  included  in  institutional  practices  and  processes (Ryan, 2006)." When institutions embrace diverse policies, faculty, staff, and students are more likely to have interracial interaction. When  addressing  the  experiences  of  Black  men  at  PWIs  its  obvious  to  advocate  for  inclusion  but  is  it  also  essential  to  nurture  dialogue  among  Black  males  to  learn  about  their  experiences  and  incorporate  what  is  learned  into  student  learning,  classroom  practice,  and  inclusive  policies.

# data[].attributes.headline
Personal Philosophy of Transformational Leadership: Experiences of Black Males at PWIs

# data[].attributes.subject
Personal Philosophy of Transformational Leadership: Experiences of Black Males at PWIs

# data[].attributes.body
Transformational leaders inspire a high degree of trust in their followers and this confidence inspires more buy-in to the organization and the individual leader. Transformational leaders also take the time to get to know their followers and ensure that they are placed in the tasks that are best suited for them. They also place a high value on professional development and critical thinking (Bass, 1990).
These types of leaders can be highly effective in creating social change; however, it is important it find a worthy vision for the institution that includes all constituents and addresses all needs. Then it is critical to convey that this is what is best for the institution and its people. Building trust in the new vision is as important as building trust in the new vision and goals for the organization.

# data[].attributes.body
Bass, B. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, 18(3), 19-31.

Davis, D., & Maldonado, C. (2015). Shattering the glass ceiling: The leadership development of African American women in higher education. Advancing Women in Leadership, 35, 48-64.

Eagly, A. H., Johannesen-Schmidt, M. C., & van Engen, M. L. (2003). Transformational, transctional, and laissez-faire leadership styles: A meta-analysis comparing women and men. Psychological Bulletin, 129(4), 569-591.

Fries-Britt, S., & Turner, B. (2002). Uneven stories: Successful Black collegians at a Black and a Whote campus. Review of Higher Education, 25(3), 315-330.

Hall, R. (2017, Summer). Factors contributing to the persistence of African American and Hispanic undergraduate males enrolled at a regional pedominantly White institution. Administrative Issues Journal: Connecting Education, Practice, and Research, 7(1), 51-65.

McCoy, D. L., & Rodericks, D. J. (2015). Critical race theory in higher education: 20 years of theoretical and research innovations. Learning Analytics in Higher Education, 41(3), 1-117. doi:10.1002/aehe.20021

Moore, J. M.-C., & Smith, D. (2003). The prove-them-wrong syndrome: Voices from unheard African American males in engineering disciplines. Journal of Men's Studies, 12(1), 31-73.

National Center for Education Statistics. (2018). The Condition of Education 2018. Washington, D.C.: U.S. Department of Education. Retrieved from https://nces.ed.gov/pubs2018/2018144.pdf

Ryan, J. (2006). Inclusive leadership and social justice for schools. Leadership and Policy in Schools, 5, 3-17.

Santamaria, L. J. (2014). Critical change for the greater good: Multicultural perceptions in educational leadership toward social justice and equity. Educational Administration Quarterly, 50(3), 347-391.

Sarah, G., & Nevarez, C. (2017, Fall). Transformative leadership: Multicultural platform for advancing African American male student success. Journal of African American Males in Education, 8(2), 69-81.

Scanlan, M., & Theoharis, G. (2015). Intersectionality in Educational Leadership. In G. Theoharis, & M. Scanlan, Leadership for Increasingly Diverse Schools (pp. 1-11). New York, NY: Routledge.

Sinanan, A. (2016, October). The value and necessity of mentoring African American college students at PWIs. Africology: The Journal of Pan African Studies, 9(8), 155-166.

Smith, D. (2016). The diversity imperitive. In M. N. Bastedo, P. G. Altbach, & P. J. Gumport (Eds.), American Higher Education in the Twenty-First Century: Social, Political, and Economic Challenges (4th ed., pp. 375-400). Baltimore, MD: Johns Hopkins University Press.

# data[].attributes.body
I do not think that any one leadership style is right for education, particularly if you are attempting to address social justice. My  personal  philosophy  includes  transformative,  inclusive,  and  transformational  leadership.  It is  important to recognize marginalized  groups  and  the  policies  that  oppress  them,  then  create  policies  that  are  inclusive  of  all  groups.  Finally,  making  sure  that  all  constituents  in  the  organization  see  the  value  of  the  inclusive  vision  and  buy  into  it  is  just  as  crucial.

Furthermore, lived-experiences play a major role in who you become and who you become as a leader. As a woman of color, I have been in spaces where I have felt more included and excluded because of my gender, race, socioeconomic background, regional background, HBCU affiliation etc. Every place that I have been and come from will play a part in the educational leader I become.

# data[].attributes.attachment_link.title
Scientists have calculated hat Earth is(1)