The chapter examines the disconnection between the diversity of community college students and community college administrators. The history of community colleges in the United States is presented, along with the demographics of the typical community college student. A definition of leadership is provided, and theories of diversity leadership are discussed. Methods of producing greater diversity at the administrative level are also explained. In particular, Kotter’s eight-stage model for organizational change is presented as a means of altering a college’s culture to promote greater diversity leadership. Further, strategies that can be used to increase diversity in community college leadership, with an emphasis on the role that technology can play in promoting diversity leadership, are presented. Directions for future research are shared.

Determinate sentencing, based on fixed or flat sentences, reemerged in the late 1970s to enhance punishment and limit disparity in punishment by limiting the discretion of judges, as well as prison and parole authorities, in the United States. New sentencing guidelines, established by legislatures throughout the country, often replaced indeterminate sentences with mandatory fixed sentences for many felony offenses. Mandatory sentences, three‐strike laws, and truth in sentencing are often associated with determinate sentencing. Despite the benefits of determinate sentencing, it is not without controversy. For example, there is evidence some measures were unconstitutional and that determinate sentences caused severe overcrowding in prison systems throughout the United States.