Demonstrating Equitable and Inclusive Crisis Leadership in Higher Education

in Kinesiology Review
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  • 1 School of Kinesiology, College of Education, Auburn University, Auburn, AL, USA
  • | 2 Department of Educational Administration, College of Education, Michigan State University, East Lansing, MI, USA
  • | 3 College of Health Sciences and Human Services, California State University, Monterey Bay, Seaside, CA, USA
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Academic leadership faces tremendous pressure to build sustainable environments that demonstrate a commitment to the principles of inclusive excellence. Currently, the convergence of dual global crises—the COVID-19 pandemic and reckoning of systemic violence and racism toward individuals from historically marginalized and oppressed groups—has led to prioritizing impactful inclusive excellence leadership processes that address justice, equity, diversity, and inclusion. However, too often, in times of crisis, the strategic prioritizing and, more importantly, allocation of resources to support inclusive excellence initiatives are seen as secondary, tangential, or nonessential to the core operational mission of academic units. In this article, the authors discuss the unique realities, challenges, and opportunities academic leaders face when leading an equitable and inclusive academic workplace and culture during and after a crisis. The authors provide fundamental inclusive excellence and justice, equity, diversity, and inclusion terminology and definitions. In addition, the authors provide attributes, behaviors, and action steps for demonstrating equitable and inclusive crisis leadership.

Russell (russej3@auburn.edu) is corresponding author, https://orcid.org/0000-0002-6534-6286.

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