With the resurgence of race-related incidents nationally and on college campuses in recent years, acts of overt racism, hate crimes, controversies over free speech, and violence continue to impact institutions of higher education. Such incidents may impact the overall campus racial climate and result in a racial crisis, which is marked by extreme tension and instability. How institutional leaders and the campus community respond to a racial crisis along with the racial literacy demands of the campus leaders can have as much of an effect as the crisis itself. As such, 21st century university leaders must become more emotionally intelligent and responsive to emergent campus issues. Improving campus climate is hard, and to achieve notable gains, higher education professionals will have to reimagine how they approach this work with equity-influenced practices and transformative leadership.

The Handbook of Research on Leading Higher Education Transformation With Social Justice, Equity, and Inclusion offers a window into understanding the deep intersections of identity and professional practice as well as guideposts for individual leadership development during contested times. The chapters emphasize how identity manifests in the way we lead, supervise, make decisions, persuade, form relationships, and negotiate responsibilities each day. In this book, the authors provide insight, examples, and personal narratives that explore how their identities, lens, and commitments shaped their leadership and supported their courageous acts for equity and social justice. It provides practical tools that leaders can draw on to inform sustainable equity and inclusion-focused practices and policies on college campuses and will discuss important campus climate issues and ways to address them. This book is a valuable reference work for higher education administrators, policymakers, leaders, managers, university presidents, social justice advocates, practitioners, faculty, researchers, academicians, and students who are interested in higher education leadership practices that support and promote social justice, equity, and inclusion.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Campus Climate
Culturally Aware Mentorship
Equality
Higher Education
Inclusive Leadership and Practices
Institutional Change
Leadership
Power and Privilege
Racial Justice
Social Justice
Student Government

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Editor/Author Biographies

Clint-Michael Reneau, Ph.D. (He/him/his) With accomplishments as a trainer and facilitator on social justice, equity, and inclusion, Dr. Reneau is both a nationally and internationally recognized leader in the field of education. He is the editor and author of the book Leading Higher Education Transformation with Social Justice, Equity, and Inclusion and numerous book chapters and journal articles on disability identity development, LGBTQ+ advocacy, critical leadership pedagogy, and campus equity strategy. His research, educational scholarship, and teaching have taken him throughout the globe, including the United Kingdom, Chile, Brazil, Mexico, Greece, Cuba, and France; most recently, speaking at Oxford University on strategies for supporting students with mental health needs. With over 17 years in education (K-12 and post-secondary) and a concentration on justice and inclusion work that spans the spectrum of disability, LGBTQ+ inclusion, healthy masculinities, and manhood and whiteness studies concerning power and privilege dynamics, Dr. Reneau has broad experience across a variety of institutional contexts. He serves as Associate Vice President of Student Affairs at California State University, Fullerton.

Mary Ann Villarreal, Ph.D. (she/her/hers) Mary Ann Villarreal is fueled by an unwavering commitment to ensure the doors to receiving a degree remain open and the table is set for everyone to participate. As the inaugural vice president for Equity, Diversity, and Inclusion at the University of Utah, she provides leadership and strategic oversight of diversity and inclusion initiatives across the University’s academic and health sciences campuses. She also serves on the Association of American Colleges & Universities’ Board of Directors and the executive committee of the Association of Public Land-Grant Universities’ Commission on Access, Diversity and Excellence. Prior to her current role, Villarreal served as the associate vice president of strategic initiatives at California State University, Fullerton; the associate dean at Colorado Women’s College at the University of Denver; an assistant professor of history at the University of Colorado, Boulder; and an instructor as well as an assistant professor of history and ethnic studies at the University of Utah. She has authored articles and book chapters, and her book Listening to Rosita: The Business of Tejana Music and Culture, 1930–1955, won the South Texas College Américo Paredes Book Award. Adopted and raised by her grandparents in a small Texas town at the junction of Texas Highways 239 and 35, Villarreal’s grandmother and sister worked extra jobs so that she could participate in extracurricular activities—a practice that made her a strong believer in creating equity in access to high-impact practices. Villarreal enlisted in the U.S. Air Force Reserves and became the first member of her family to earn a degree. She holds a bachelor’s in women’s studies from Mount Holyoke College and a Ph.D. in history from Arizona State University.

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