Leadership Education at Hispanic Serving Institutions: What does it look like?

Publication Date



While there is an abundance of scholarship on leadership theory (Northouse, 2019), behaviors (Kotter, 2012), and practices (Rogers, 2003), contemporary literature focuses on leaders and organizations that are already widely represented within the leadership realm. Moving forward attention needs to be focused on how educators can actively transform leadership education across programs (Guthrie & Jenkins, 2018). In an effort to challenge historical models of leadership which are exclusive and targeted towards a limited number of privileged individuals, this study aims to better understand leadership education programs across Hispanic Serving Institutions (HSIs) in the Southwest United States. As institutions become more diverse and take their role to provide more inclusive curriculum, it is important for leadership programs to engage students in matters of social justice, ethics, and community engagement. Combined, these attributes, as a part of their programs, show a commitment to promote leadership for underserved students within your institution, the community, and society. We aim to highlight existing theoretical and practical frameworks that consider underrepresented and underserved individuals in leadership education. Further, this paper aims to explore new leadership paradigms for leadership education at HSIs that are grounded in social justice, ethics, and community engagement. We can use findings from this study to improve leadership programs for more diverse leaders that allow us to train individuals to address complex issues that impact society in a meaningful way.