Models of Leadership Institutes for Increasing the Number of Top Latino Administrators in Higher Education

Abstract

The percentage of Latinos in top university administration lags far behind that in the nation overall. How can we increase their numbers? One answer is leadership institutes. This article examines these institutes in general and those addressing minorities in particular, with an eye to presenting models that may aid future Latino leadership institutes. It explains the need for these programs and describes four long-established institutes and four more addressing minorities.

Latina/o leadership: Transforming community colleges

“…While the national figures indicate students across broad demographic sectors rely on community colleges as an access point to enter higher education, the same is not true for community college faculty and administrators. Community colleges' open door policy has not been equitably applied in relation to the individuals who influence decision--making processes and wield power (León & Nevarez, 2007;Valverde, 2003). These college leaders-presidents, vice presidents, deans, department chairs, faculty, and managerial staff-continue to be predominantly White, male, and not reflective of the students on their campus or the residents of their local communities.…”

“…Membership in a professional organization and participation in a leadership development program is considered a prerequisite for community college leaders (Hull & Keim, 2007). The professional organization and the leadership development program are the gateways to community college leadership, but stubborn homogeneity in administrative composition continues in the face of changing demographics (León & Nevarez, 2007;McCurtis, Jackson, & O'Callaghan, 2009). Gatekeepers such as search committees and boards of trustees mediate this gateway while continuing to recommend the hiring or appointment of White males as leaders (Glazer--Raymo, 1999).…”

“…Professional associations and leadership preparation institutes and programs remain imperative to moving towards a more inclusive higher education community (Gibson--Benninger, Ratcliff, & Rhoads, 1996;Hull & Keim, 2007;Laden, 1996;León & Nevarez, 2007;McCurtis, Jackson, & O'Callaghan, 2009). For Latina/os in higher education, these associations, institutes, and programs are recognized as essential in addressing the ongoing preparation of leaders in service as well as the development of emerging leaders (León & Nevarez, 2007;McCurtis, Jackson, & O'Callaghan, 2009).…”

“…In the context of higher education leadership, professional associations and leadership development programs continue playing a significant role (Hull & Keim, 2007;León, 2005;León & Nevarez, 2007;McCurtis, Jackson, & O'Callaghan, 2009 León and Nevarez (2007) findings recommend an introspective approach to address the dearth of Latina/o administrators and leaders in higher education.…”

“…Research on training initiatives and programs is developing momentum (Hull & Keim, 2007;León & Nevarez, 2007). Perhaps the most comprehensive work on leadership preparation for Latina/os in higher education is León's (2005) Lessons in Leadership:…”