Student activists continue to challenge institutions of higher education to address instances of oppression and injustice. In this chapter, we discuss recent examples of racial justice activism within higher education. We then offer recommendations for institutional leaders and administrators to consider when engaging with students focused on racial justice activism.

Empathy is an important element of the social action, leadership, and transformation model for student leaders. Specifically, critical empathy is vital in developing group solidarity toward social-justice outcomes. In this article, we explain how we facilitate the development of critical empathy among student leaders in a co-curricular leadership development program.

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This chapter aims to extend conversations around educational equity by emphasizing the role of community college contexts as a mediator between policy reform and student experience. Narratives of Tennessee (TN) Reconnect Grant recipients indicate that community college contexts related to advising and student support services and enrollment, transfer, and financial aid structures stand out as critical aspects for how TN Reconnect students engage once on campus. We pose recommendations for community colleges and community college leaders to better serve their adult students.

This qualitative study was part of a larger research project investigating the ways in which principals articulate embedding socially just decision-making and values in their daily practice. Framed in the multicultural leadership work of Bordas and the conceptual model of collective leadership, this study examines the articulations of two US African American (African American and Black are used interchangeably throughout the text) urban school principals, one at the elementary level and one at the secondary level, as they describe the intersection of their commitment to socially just practices in multicultural schools and the behaviors they enact while doing so. For purposes of this chapter, the initial construct in Bordas' frame, A New Social Covenant, was examined. This construct includes three principles, specifically, Sankofa, I to We, and Mi Casa Es Su Casa. Findings from the study evidenced that both principals practiced collective leadership as