Investigation of orientation programs and African-American student retention, particularly within the community college sector, has long been neglected. This study specifically investigates the differences between an orientation course and student retention measures, for African-American student retention. Chi-square analysis revealed significant differences for orientation course enrollment, student retention, and persistence.Retaining minority students within higher education, specifically for community colleges, is a paramount concern within the field (Brotherton

Silence is laden when it comes to race and leadership. We believe it is critical to reclaim the kind of silence that supports conscious transformation. Our contribution in this endeavor is twofold. Firstly, we distinguish between fear-based silence and sacred silence. Fear-based silence can be a running away from discomfort, a covering up of trepidation and anxiety. It can lead to collective amnesia and willful ignorance, a hoarding of status, privilege, and power, and forge deep divides between people. This is the world of masks and performativity, and at its worst harbors prejudice, hate, and destruction. Leadership tolerant of fear-based silence permits a festering of racism. Sacred silence by contrast heals and raises consciousness. For the kind of leadership required to consistently and indefatigably push for change and disruption to racism, we need a practice of sacred silence. Sacred silence cultivates the courage to look fearlessly within personal shadows and bravely at what is required to make the world a safe, secure, and just place for all. Secondly, we present four themes that emerged from our reflexive inquiry into race, leadership, and silence: listening dialogue, returning to Mother Earth wisdom, honoring potential, and practicing mindfulness in a context of collective wisdom.

This Special Issue offers insights about race and leadership for all-not just Black, Indigenous and other people of color-but everyone, as each person is implicated in this discussion in some way. To do justice to the beauty and power of the authors' words in this special issue on race and leadership, rather than an editors' review we wish to instead frame a way of receiving these works. In doing so, we draw inspiration from the Sufi mystic Rumi (1995: 36):Out beyond ideas of wrongdoing and rightdoing there is a field. I'll meet you there. When the soul lies down in that grass, the world is too full to talk about. Ideas, language, even the phrase each other Doesn't make any sense.We invite you to join us in that field beyond. Beyond belief and non-belief, judgements and ideologies. Beyond binaries, dichotomies, dualities and polarities. Beyond the divisions of you, me and other. Take off the lenses that refract leadership into hotly argued angles.This field, as we wish to offer it, is a state of being. A space to release the occlusions that prevent us from receiving the voices of others. To forgo the need for corroboration of our opinions, judgments and assumptions. A state that releases the ego to allow receptivity to flow. The field we envision is expansive, wholehearted, spacious and right here in this moment. A moment to just listen and be suspended in possibilities.It is with honor we present this collection of works on race and leadership. The authors have stepped forward with courage to share words that may drift across your field like a familiar wind or more likely perturbate it in an uncomfortable and disturbing way with words to be reckoned with, thereby leading to change.The authors, collectively, bring our attention to the importance of race and leadership in these times, and for all times. This is not a race to the finish. It is a race into this very moment in time. We all have the power in the moment to pause and reflect before acting. It is in this moment we hope you choose to use your personal power to enhance the space you inhabit for justice.

Student support services at high schools and community colleges can work together to design programs to assist students in their transition to higher education.

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