The study is framed by social constructivism wherein individuals seek an understanding of the world in which they live and work. The goal of the study is to focus on the participant’s perspectives of leadership-advocacy for underrepresented student populations in higher education. Early philosophers, including, Socrates, focused on helping construct meaning on their own rather than having authority figures transmit information to them. Just as constructive perspectives focus on how learners construct their own understanding. Immanuel Kant (1724-1804) built upon this approach by recognizing that way leaders stimuli founded within their environments, which shape their understandings of the world. In addition John Dewey (1859-1952) during the early 20th century, proposed that education should work with students’ current understanding, while taking into consideration their prior ideas and interests. Just as later, Jean Piaget (1896-1934) influenced constructivism by addressing the significance of awareness in interactions between individual, interpersonal, and cultural factors that affect learning.
Transformative learning theory This study examines the principal leadership practices and observable indicators providing availability, efficiency and effectiveness of leaders in leadership positions for underrepresented students. The research will utilize data established by the National Center for Educational Statistics, in addition to investigating the leadership responsibilities which requires resources, order, input and intellectual productivity. More specifically, this study will examine the extent to which leaders engage in the leadership responsibilities associated with student achievement. Mezirow introduced theTransformative Learning Theory (TLT), in order to help explain how adults change their perspectives. Mezirow (2000) outlined major domains of learning with different purposes, logics of inquiry, criteria of rationality and modes of validating beliefs (p. 8). These domains: instrumental and communicative learning are two instructional platforms which resonate and offer context of a qualitative and narrative study of underrepresented students. Addressing the two domains of learning begins in an acknowledgment of the definitions of each concept and concludes in recognizing how both domains are best utilized in adult learning discourse and applications. Abductive reasoning is often rooted in reasoning from concrete instances to an abstract conceptualization. To understand communicative learning, qualitative research methods are appropriate”.
Given that TLT highlights two components, instrumental and communicative learning, these types of learning can involve a simple transformation of belief or opinion or a radical transformation involving one’s total perspective; or learning may occur abruptly or incrementally” . Just as instrumental learning stems more from an individual pursuit confirming the validity of existing beliefs and testing the validity of a series of internal arguments; it differs from communicative learning, which requires critical reflection through an interactive discourse. Additionally, Mezirow provided four components of transformative education: personal, relational, institutional, and global (2003). Which, according to Mezirow (2003) ideally, communicative learning involves reaching a consensus that also offers communicative learning engagements which is to validate what is being communicated and assessing reasons presented in support of competing interpretations, evidence, arguments and alternative points of view. Just as communicative engagement is found in dialogue, which examines alternative points of view and reaching a consensus, it also resembles the process of discourse involved in instrumental learning. From an instrumental learning perspective, as “We transform our frames of reference through critical reflection on the assumptions upon which our interpretations, beliefs, and habits of mind or points of view are based”.
Underrepresented Students Persistence Although more students are currently attending college, those whose parents did not have the opportunity to attend college lack the experience in accessing postsecondary opportunities. Within this population are primarly students of color and/or lack economic securities. Additionally, their K-12 educational experiences have been limited, intiquated, inadequate and lacking curcial resources. Often times one of the contributing factors faced is the insufficient knowledge and assistance of family and friends. Just as urban campuses have a significant numbers of first time college attendes, often these particular students are facing these realites on their own as the first in their family to attend higher education. Clark (2006) mentioned that a student from the study who was extremely excited about persuing their dreams of attending higher education enjoyed sharing their experiences with others. However, the same student found it difficult to share those same experences with those in their family that were not in higher education or never attended college. Thus, they began to minimize their college attendance and not disucss their educational experiences. Unfortuantly, for some, when students parents are disengaged from the prospect of their child continuing their education, there is a lack of relationship and support. On the other hand, there are families which greatly support higher education, yet have never attended college themselves. To further demonstrate the issues underrepresented students face, Lindsey (2012) highlighted a mixed-methods approach through data collect of questionaires and facilated group interview sessions.
From the research Lindsey (2012) found that fincicial concerns was the primary obstacle for parents assisting their children in higher education. In order to increase support of underrepresented populations, Lindsey proposed enhancing the outreach of organization that were grounded in leadership thorugh neighborhood-based outreach. Which souuld help increase families knowledge and prepration to assist in the nagivation of higher education. Although this is unfamiliar territory, the need for assistance and understading is crucial to the process. According to Tinto (2006), universities and colleges need to better understand how students family impact their needs and their ablity to offer additional support when needed. With difficulties centering on the issue that students within these higher education institutions lack support, lack knowledge and lack access to supportive academic resource centers available to them. Creswell (2013) reasoned that students who engage in relationships with those in leadership roles, are able to further develop ones abilities to maneuver through the education system. Underrepresented students often do not have prior knowledge of how to maneuver through the Higher Education system nor how to develop and maintain relationships with leaders that could help them navigate successfully through the process and meet their educational goals.
In order to explore these leadership outcomes first hand, the research will provide a review of existing and developing qualitative literature reporting’s and methodical framework indicating that leaders in these key roles in higher education institutions benefit from student advocacy in higher education institutions for underrepresented students. The literature review will offer insights into the programs and initiatives that institutions of public higher education currently offer in meeting the needs of underrepresented students; and the roles leaders play meeting their students needs. The literature review will also shed some light on how various programs addressing student retention of underrepresented students through innovative programs that focus on developing strong leadership. Effective Leadership As an effective leader, one must offer guidance, emotional/academic coaching, counseling, and support. Educators are an initial advocate for students, requiring active leadership participation on a daily basis. Powerful leadership approaches require a level of the simplicity in order to be most effective. Creating leaders that provide positive traits, skills, and understanding are essential behaviors in developing influenctial leadership behaviors: task behaviors and relationship behaviors’.
Just as effective leaders engage within leadership advocacy through their participation in activities, including curriculum diversity and access. Every educator has the power to be a tremendously positive force in the lives of their students. The ability to advocate for others represents a useful strategy for fostering empowerment and effecting social change. Characteristics of Effective Leadership Those whom advocate are as diverse as the motives which drive them. A review of the characteristics of effective advocates reveled some commonalities, including objectivity, independent judgment, sensitivity, understanding, persistence, patience ,knowledge, assertiveness, ethics, and respect of others. Successful advocates share knowledge and expertise while acting as positive role models. As these leaders act as political role models, it facilitates responses motivating students to exude positive and productive attitudes. Characters of education advocates include being proactive, staying current, focusing on student achievement, strong advocacy, motivation and able to take risks.
These leadership responsibilities identify the core principles associated and those practices which highlight the indicators to determine the degree to fulfill ones leadership responsibility to offer significant leadership effectiveness for underrepresented students which include: general leadership theories and models impact of reforms, the need for effective school leadership, leadership responsibilities and core practices, and associated leadership practices. Some constructs of effective leaders must consider appropriate leadership theories and styles to shape their intentions and actions, in addition to addressing essential knowledge and skills within the context of education reform in order to offer effective academic settings for underrepresented students in education. For example, effective leaders must have an extensive knowledge base in the area in order to offer improvement and the skills to effectively implement the initiatives. Based on various models of effective leadership, an effective instructional leadership model would include the following competencies: establishing a shared vision, communicating the vision, and empowering others. The following paragraphs provide a general overview of the aforementioned competencies.
Shared Vision Addresses the leader’s ability to obtain encouraging interactions among different groups and welcoming diverse interests and goals. Therefore, through the influence of others to commit to a vision the leaders must focus on making deeper connections with people and the relationships should be genuine. Even so, more often leadership is failing to address the needs of underrepresented students and inability to create a vision that is realistic. Just as effective leaders discover creative ways to develop visions that do more than simply focus on measurable products, such as student achievement. The effectiveness of leaders for underrepresented students is paramount in order for those to acknowledge, recognize, develop and establish relationships that generate a connection. Communication Leadership positions give the ability to communicate as a key factor in their effectiveness. As leaders continuously search for new strategies and means of communicating within their external and internal context, determining factors of an effective leadership will offer the ability to effectively communicate and address the needs of underrepresented students in higher education. Empowerment An important competency of today’s leaders is their ability to empower students and colleagues within various settings.
Within the educational setting, Kouzes and Pozner (2002) stated that leaders strengthen and develop their constituents by sharing power and information, and by giving others visibility and credit. Effective leaders are those that act as transformational leaders who empower, motivate, teach and learn from the staff. Just as Blanchard, Carlos and Randolph (2001) suggest that real leadership empowerment is generated by effectively utilizing the knowledge, experience and enthusiasm that is underutilized. Obstacles to leadership When those in leadership roles see that the needs of students aren’t being met, several obstacles may arise. From insufficient training, lack of funding, limited staffing, or resistance to change, these objections can deter the efforts for those to continue to advocate. When considering the recent movements in education and changes in society leaders, specifically minority leaders must retool and acquire new knowledge and skills. Generally, in the agreement between researchers and practitioners, there are several leadership styles that could be used to effectively led within educational organizations. However, requiring the most effective leadership style would need a decrease in command and control, increased learning, and leading and decrease in dictating. However, as leadership theories continue to develop to various transformational leadership impacts, the term ‘Facilitative Leadership’ evolved and is defined as ‘the behaviors that enhance the collective ability of a school to adapt, solve problems, and improve performance’.
Empowerment and collaboration could be considered critical dimensions in educational leadership, yet those in active leadership roles are comprised of a myriad of components designed to promote and enhance students achievement, while generating obstacles along the way. Parallels within students achievement, effective educational leadership and advocacy are evident. The results include involvement, resiliency, equity, and sustained improvement. Members of the National Association of Secondary School Principals have asserted that the principal is the school leader who promotes equity and excellence in education for students. The role of the principle can be classified as the one who intercedes on behalf of/or defends the interests of their students, faculty and staff. Thus requirinhg the leadership roles of principals to offer active participation in the democratic and administrative channels at the district, state, and federal levels in order to influence a larger context. As the National Association of Secondary School Principal’s Coalition for Community cited far too often the common obstacles encounter by school principals were: lack of time, energy, support, resources, series, and opportunities. As a strong independent leadership role, principals must advocate for students, teachers and staff. These essential leadership skills are nearly but not all are noteworthy leaders.
