Technological convergence is daunting; something that many are unable to understand with the exacerbating gap separating the wealthy from those in poverty. And I’m not the only one struggling with the digital divide. The divide is vast like a black hole, swallowing up knowledge faster than it flies in.

Let’s acknowledge some facts regarding obstacles to equity.

Seventy-three percent of students find that lack of support from their educators remains a significant barrier to their success in online courses. This statistic indicates a crucial gap in the education system. It’s challenging to pinpoint a single strategy that can effectively adapt to public education, especially in this political climate.

However, one strategy can come into play more than others. That approach is rooted in servant leadership, which sits at the intersection of transformational and authentic leadership. 

Servant leadership is my favorite leadership style. Servant leadership is a powerful, emerging strategy in education that ensures that all students, particularly those from underserved communities, are supported to thrive. Unlike traditional top-down leadership models (transactional), servant leadership flips the script completely by focusing on empowering others, listening to their needs, and prioritizing their well-being.

It can be a game-changer for students facing barriers like the digital divide. And the digital divide is only going to become bigger as technological convergence evolves.

What Is Servant Leadership?
Servant leadership, a philosophy coined by Robert K. Greenleaf, emphasizes that leaders should prioritize serving those they lead (Greenleaf, 1970). Rather than focusing on personal power or recognition, a servant leader’s primary goal is to support others in their growth, development, and success. 

Greenleaf found that a servant leader has a social responsibility to be concerned about the marginalized and those less privileged. If inequalities and social injustices exist, a servant leader tries to remove them (Graham, 1991). 

A leader uses less institutional power and control while shifting authority to those being led in becoming a servant leader. Servant leadership values a community of care (CoC) because it provides a face-to-face opportunity for individuals to experience interdependence, respect, trust, and growth (Greenleaf, 1970)

This leadership style creates an environment where everyone can succeed by embracing principles of empathy, active listening, and shared responsibility. According to Northouse’s book on Leadership Theories (2021), “conceptualizing refers to the capacity that gives leaders the ability to browse through a multitude of problems without any creative downfalls on them or the team” (p. 261).

Adopting the servant leadership mindset can significantly improve student outcomes, particularly for those facing technology-related challenges. It’s well-documented that hyper-urban and rural areas often remain disconnected due to systemic discrimination, which limits access to essential resources (Cabral, 2018). 

Wang et al. found that exploring cultural elements happens when confronting and surpassing them through social and technological influence (Wang et al., 2014). Wang also found that political issues contribute to cultural norms (Wang et al., 2014). 

For example, as pointed out, a system of expectations surrounding societal organizational culture provides a standard of behavior for employees, providing a reason for leadership Behavior; thus, a relationship between “authenticity, morality, and organizational cultures aligns accordingly” (Schein, 1985)

Scholars like Greene and Murphy (2021) argue that many of these technological barriers stem from unstable or inadequate access. However, some researchers, including Kersch and Lesley (2019), suggest that these gaps in education could be mitigated through curricular changes designed to support students navigating these challenges better.

The Connection Between Servant Leadership and the Digital Divide:
There are many ramifications of the digital divide beyond access to technology. Support systems are needed to help students succeed in a digital world. Students from low-income backgrounds, particularly Hispanic and first-generation students, are often left behind because they don’t have the resources or guidance to navigate online learning environments successfully.

A servant leader in education doesn’t just stand at the front of the class or set policies from a distance; they listen to students’ concerns, offer guidance, and create spaces for growth. 

Assuring all students have access to the tools they need to succeed and listening to their voices when challenges arise is one of the most salient parts of the process. Servant leaders can close the gap between technology and students by providing support and encouragement.

How Servant Leadership Transforms the Learning Experience:

1. Empathy Over Authority: Servant leaders approach education with empathy, understanding that each student has different obstacles to overcome. When students lack reliable internet or digital skills, empathy can translate into providing tangible solutions, whether it’s offering free access to tech resources or setting up one-on-one tech support sessions.
   
2. Listening to Student Needs: Listening is a core aspect of servant leadership. Leaders in education must listen to the voices of students to understand their experiences with the digital divide. Servant leaders act on what they hear, making sure that students feel supported, whether it’s survey data or direct feedback.
   
3. Creating a Community of Care: Servant leadership creates an environment that is safe and inclusive. Education starts with building a CoC where students feel valued and connected to their peers and to the technology that enables their success. This can be especially salient for Hispanic students attending Hispanic-Serving Institutions, where there may be a heightened sense of belonging when technology challenges are met with collaborative solutions.

Practical Steps for Implementing Servant Leadership in Education:

• Provide Personalized Tech Support: Offering tutoring or assistance in navigating digital platforms ensures that students can fully engage with their courses, especially those without prior experience.
  
• Collaborate with Students: Work with students to co-create solutions that address their digital struggles, from organizing community-driven tech drives to connecting them with local tech support services.
  
• Mentorship and Advocacy: Serve as a mentor and advocate, not just for academic success, but for students’ digital fluency and access to technology. Ensure that all students have equal opportunities to succeed by advocating for policies that support digital equity.

As a result, the digital divide isn’t an insurmountable mountain. An increasingly digital world can be made more successful by educators and institutions adopting servant leadership principles. 

Similarly, empirical studies have shown that when educators matched servant leadership with followers who desired it, this type of leadership had a positive impact on performance and organizational citizenship behavior (Meuser et al., 2011; Otero-Neira et al., 2016; Ozyilmaz & Cicek, 2015). 

In doing so, we can create a future where technology serves as a tool for inclusion and opportunity, rather than a barrier to achievement. It’s not about how hard it is to climb the mountain; it’s about the run back down. The digital divide is something we have to learn to live with, and awareness in education equals awareness in the workplace. Vital progress of pedagogy starts in the praxis.

References

Carbajal, Jose (2018). “Patriarchal Culture’s Influence on Women’s Leadership Ascendancy,” The Journal of Faith, Education, and Community: Vol. 2: Iss. 1, Article 1. Available at: https://scholarworks.sfasu.edu/jfec/vol2/iss1/1

Graham, J. W. (1991). Servant leadership in organizations: Inspirational and moral.

Leadership Quarterly, 2, 105-119.

Greenleaf, R. K. (1970). The servant as leader. Westfield, IN: Greenleaf Center for Servant Leadership.

Hu, J., & Liden, R. C. (2011). Antecedents of team potency and effectiveness:

Examining goal and process clarity and servant leadership, Journal of Applied Psychology, 96(4), 851-862.

Northouse, P. G. (2019). Leadership: Theory and Practice (9th Edition). SAGE Publications, Inc. (US). https://reader2.yuzu.com/books/9781071834473

Schein, E. H. (1985). Organizational culture and leadership, by Edgar H. Schein. san … – JSTOR. JSTOR. Retrieved February 26, 2023, from https://www.jstor.org/stable/258322

Schein, E. H. (2004, July 8). Organizational culture and leadership. Google Books. Retrieved February 25, 2023, from https://books.google.com/books/about/Organizational_Culture_and_Leadership.html?id=THQa4txcMl4CWang, V. X., Russo, M. R., & Fay, K. M. (2014). Collective transformation of three generations of Chinese adult learners in K–20 education. In Adult and continuing education (pp. 824–838). IGI Global. https://doi.org/10.4018/978-1-4666-5780-9.ch107