# data[].attributes.body
Paul and Fitzpatrick (2015) explain that servant leaders place other’s needs above their own.  In academic advising, advisors give students their undivided attention even though they have many obligations and duties outside of student interaction.  This proved to have a positive correlation between servant leadership and student satisfaction.

Paul, W. K., & Fitzpatrick, C. (2015). Advising as servant leadership: Investigating student satisfaction. NACADA Journal, 35(2), 28–35. Retrieved from https://easydb.angelo.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1090142&site=eds-live

# data[].attributes.body
Haber and Sulpizio (2017) acknowledge that “women struggle to develop a leadership identity” and therefore educating young girls on leadership opportunities is incredibly important (p.34).

Haber, C. P., & Sulpizio, L. (2017). Student leadership development for girls and young women. New Directions for Student Leadership, 2017(154), 33–46. https://doi-org.easydb.angelo.edu/10.1002/yd.20238

# data[].attributes.body
Much like many others, McClellan (2007) believed strongly in promoting servant leadership within academic advising. He stated that leadership within academic advising is often contributed to the “motivation core” of the individual (p. 43). Values such as commitment, a desire for a strong community, anticipation, and mindfulness are incredibly powerful values that servant leader advisors hold.  A servant leader’s character is a strong indicator of how successful an advisor will be.  Values and desires within academic advising go hand in hand.

McClellan, J. L. (2007). The Advisor as servant: The theoretical and philosophical relevance of servant leadership to academic advising. NACADA Journal, 27(2), 41–49. Retrieved from https://easydb.angelo.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ802470&site=eds-live

# data[].attributes.body
Major (2015) states that in many aspects of communication, we have moved to a "system of symbols the representing the thought process; rather than requiring interpersonal knowing" (p.179).

Major, C. H. (2015). Teaching Online : A Guide to Theory, Research, and Practice. Baltimore: Johns Hopkins University Press. Retrieved from https://easydb.angelo.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=882639&site=eds-live

# data[].attributes.body
Hall (2016) states that “leadership is a complex, subtle, delicate, and dynamic concept” (p. 2)

Hall, P. A. (2016). The Principal Influence : A Framework for Developing Leadership Capacity in Principals. Retrieved from https://easydb.angelo.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1204492&site=eds-live

# data[].attributes.body
Emotional intelligence is the ability to understand one’s self, as well as understand others, and apply it to everyday situations.  In this case, when dealing with leadership interactions, a leader must be able to foresee not only own emotions, but reactive emotions of different individuals.  When a leader is able to make decisions based on what will be seen as positive, or respected, it results in an optimistic work environment

# data[].attributes.headline
Students are being asked, while in the process of accomplishing their bachelor’s degrees, whether or not they are interested in pursuing further education. The statistics are listed below:•	Percentages of  interest in master’s degrees:  43% Black, 47% Hispanic, 45% White•	Percentages of minorities’ interest in a PhD: 34% Black, 37% Hispanic, 35% White •	Top Reasons of Interest: High interest in work, higher paying jobs, and opportunities for advancement•	Seeking Parental Guidance: 70% of students with at least one parent who received Bachelor degrees seek parental guidance, 38% of students with parents who did not receive Bachelor degree seek parental guidance•	Road Blocks: Lack of Guidance, lack of information, affordability •	Percent of Actual Post-Bachelorette Degree: 8% Black, 5% Hispanic, 14% White (Baum & Steele, 2017).  

# data[].attributes.subject
Students are being asked, while in the process of accomplishing their bachelor’s degrees, whether or not they are interested in pursuing further education. The statistics are listed below:•	Percentages of  interest in master’s degrees:  43% Black, 47% Hispanic, 45% White•	Percentages of minorities’ interest in a PhD: 34% Black, 37% Hispanic, 35% White •	Top Reasons of Interest: High interest in work, higher paying jobs, and opportunities for advancement•	Seeking Parental Guidance: 70% of students with at least one parent who received Bachelor degrees seek parental guidance, 38% of students with parents who did not receive Bachelor degree seek parental guidance•	Road Blocks: Lack of Guidance, lack of information, affordability •	Percent of Actual Post-Bachelorette Degree: 8% Black, 5% Hispanic, 14% White (Baum & Steele, 2017).  

# data[].attributes.body
Baum, S. & Steele, P. (2017).  Who goes to graduate and who succeeds? Retrieved from https://www.urban.org/sites/default/files/publication/86981/who_goes_to_graduate_school_and_who_succeeds_1.pdf

# data[].attributes.body
In the book Practical Leadership in Community Colleges, George Boggs and Christine McPhail (2016) acknowledge that alongside the generational change, community colleges are changing as well.  Organizational structure, retention, completion, and the drive for diversity are all situations that the community college of today is facing.

Boggs, G. & McPhail, C. (2016).  Practical Leadership in Community Colleges.  Hoboken, NJ.  John Wiley & Sons, Inc.