Category: long-form

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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

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Introduction

Leadership isn’t about holding a title in today’s rapidly changing workplace; it’s about influencing, motivating, and empowering others (Reed & Klutts, 2019). While many leadership models are presented as stand-alone solutions, the reality is that no single style works in every situation.

The most successful leaders take a blended approach — combining elements of servant leadership, transformational leadership, authentic leadership, and emotional intelligence to adapt to their teams’ needs.

Core Leadership Approaches That Work Together

1. Servant Leadership

Servant leadership flips the traditional hierarchy: leaders serve first, lead second. This style prioritizes empathy, active listening, and the well-being of others (Greenleaf, 1970, 1977). Servant leadership builds trust, creates an environment for loyalty, and helps teams thrive in modern workplaces.

Key Benefit: Creates a culture of care and mutual respect, boosting employee engagement and retention.

2. Transformational Leadership

Transformational leaders lead by example through vision, innovation, and motivation (Bass & Avolio, 1994). They encourage personal and professional growth, often driving organizations to adapt and evolve in competitive industries.

Key Benefit: Encourages change readiness and fosters a shared sense of purpose.

3. Authentic Leadership

Authentic leadership is grounded in transparency, moral integrity, and self-awareness (Walumbwa et al., 2008; Azanza et al., 2013). Authentic leaders build strong relationships by being open about challenges, admitting mistakes, and aligning actions with values.

Key Benefit: Builds deep trust and credibility with teams.

4. Emotional & Social Intelligence

Emotional intelligence (EI) involves recognizing and managing your emotions while understanding and influencing others (Tucker et al., 2000). Social intelligence complements EI by helping leaders navigate complex interpersonal dynamics.

Key Benefit: Strengthens communication, conflict resolution, and team collaboration.

Why Blending Leadership Styles Works

Research consistently shows that combining leadership theories leads to stronger outcomes in the praxis:

  • Authentic leadership increases job satisfaction and team commitment (Bamford et al., 2012; Leroy et al., 2012).
  • Servant leadership, when aligned with employee values, boosts performance and reduces turnover (Meuser et al., 2011; Ozyilmaz & Cicek, 2015).
  • Emotional intelligence equips leaders to handle conflict, navigate change, and foster psychological safety (Boyatzis et al., 2006).

By utilizing these approaches, leaders can create pedagogy catered to inclusive, adaptable, and resilient organizations.

Practical Tips for Leaders

  1. Assess your team’s needs before choosing a leadership approach.
  2. Lead with empathy, but balance it with clear expectations.
  3. Be transparent about decisions and challenges.
  4. Invest in emotional intelligence training for yourself and your team.
  5. Model adaptability — shift your style as situations change.

Conclusion

No single leadership theory can address every challenge. By blending servant, transformational, authentic, and emotionally intelligent leadership, leaders can inspire trust, drive results, and build teams that thrive, even when times feel more uncertain than ever.

If you want to improve retention, harbor innovation, and create a culture of trust, start by expanding your leadership toolbox.

References

  • Azanza, G., Moriano, J. A., & Molero, F. (2013). Authentic leadership and organizational culture as drivers of job satisfaction. Revista de Psicología del Trabajo y de las Organizaciones, 29(2), 45–50.
  • Bass, B. M., & Avolio, B. J. (1994). Improving organizational effectiveness through transformational leadership. Sage.
  • Boyatzis, R. E., Smith, M. L., & Blaize, N. (2006). Developing sustainable leaders through coaching and compassion. Academy of Management Learning & Education, 5(1), 8–24.
  • Greenleaf, R. K. (1970). The servant as leader. Greenleaf Center.
  • Greenleaf, R. K. (1977). Servant leadership: A journey into the nature of legitimate power and greatness. Paulist Press.
  • Meuser, J. D., Liden, R. C., et al. (2011). Servant leadership and follower outcomes. The Leadership Quarterly, 22(2), 344–361.
  • Northouse, P. G. (2021). Leadership: Theory and practice (9th ed.). Sage.
  • Ozyilmaz, A., & Cicek, S. (2015). Servant leadership in for-profit organizations. Journal of Management & Organization, 21(3), 263–290.
  • Reed, B. N., & Klutts, A. M. (2019). A systematic review of leadership definitions. American Journal of Pharmaceutical Education, 83(9).
  • Tucker, M. L., Sojka, J. Z., et al. (2000). Training tomorrow’s leaders. Journal of Education for Business, 75(6), 331–337.
  • Walumbwa, F. O., Avolio, B. J., et al. (2008). Authentic leadership: Development and validation. The Leadership Quarterly, 19(2), 241–272.

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Written in 2024 and expanded in 2025

The rise of compulsory coding in education is more than a tech trend; it’s a philosophical shift. Rooted in yes-case/no-case theory, this evolving mandate reveals deeper questions about who decides what knowledge matters, and how that knowledge shapes society.

At the heart of this analysis are two key theorists: Jean Baudrillard and Michel Foucault, whose frameworks challenge how we define “truth” in a hyper-digital age. The “yes case” reflects State-sanctioned knowledge: structured, standardized, and enforced through educational policy. The “no case,” by contrast, represents self-selected, personally valued knowledge: the kind that escapes mainstream narratives.

This study asks a fundamental question: Are we becoming more like machines, or are machines becoming more like us?

Coding as a Philosophical Shift

Kissinger (2018) explored how the rise of artificial intelligence and compulsory coding in schools introduced new “habits of mind” into public discourse. This isn’t just about tech skills, it’s about technology taking on a dominant cultural role, shaping how we think, communicate, and learn.

Baudrillard and Foucault wrote their theories long before the full impact of digital competency and AI became visible. Yet, their work, particularly Baudrillard’s ideas on digital abstraction and hyperreality, helps explain what’s happening now.

Coding for all is framed not only as a digital literacy movement but as a “transfer effect” from the digital abstractions Baudrillard warned about back in 1993 and 1995. Computational thinking, ethical dilemmas, and unintended social consequences all converge to shape a world where technology isn’t just a tool; it becomes a worldview.

Digital Shadows and Hyperreality

One striking comparison from the study is Baudrillard’s “digital Plato’s Cave.” In this metaphor, reality is no longer perceived directly, but through Digital Shadows. He asks, “Why speak, when we can communicate?” A line that underscores how interfaces and platforms mediate our human experience.

The study also connects to David Harvey’s ideas on postmodernity, pointing to a major shift in culture, politics, and economics since the 1970s. As Harvey explains, communication has become more fragmented and complex, shaped by meta-languages, meta-theories, and shifting narratives. These trends are especially visible in how different industries, including education and media, engage with coding, AI, and tech policy.

A Personal Connection

My dissertation research focuses on technology access at Hispanic-Serving Institutions, particularly for students from marginalized communities. It’s a topic informed not just by theory but by lived experience, including my time as a journalist and opinion writer.

Today, the media landscape is saturated with content; a lot of it AI-generated, rarely reviewed by humans. This shift changes not only how we communicate, but what we communicate. Trust in sources has eroded. The American perspective on global issues is often misaligned with how the rest of the world sees us. And in many cases, digital “truths” have replaced real-world understanding.

Final Thoughts

As Elon Musk warned in his own discussions about AI, digital trickery is no longer science fiction. It’s already here. I know, me quoting Elon Musk is out there, but the quote fits. Musk’s concerns mirror Baudrillard’s fears that media and machines increasingly mediate reality until the real and the artificial are indistinguishable.

As schools incorporate coding into their curricula and AI continues to evolve, we must ask: Are we equipping students with tools for empowerment, or are we embedding them even deeper into a system of abstraction?

It’s a deeply philosophical issue. It gets bigger the more the digital divide grows.

References Cited

Baudrillard, J. (1995). Simulacra and simulation. In Body, in theory: Histories of cultural materialism. University of Michigan Press.

Foucault, M. (1972). The archaeology of knowledge and the discourse on language. Translated by Alan Sheridan Smith. New York: Pantheon Books.

Foucault, M. (1981). The order of discourse. In R. Young (Ed.), Untying the text: A post-structuralist reader (pp. 48–78). Boston: Routledge & Kegan Paul.

Harvey, D. (2008). The Condition of Postmodernity. In S. Sideman & J. Alexander, The New Social Theory Reader (pp. 235–242). New York: Routledge.

Keenihan, S. (2017). Revealed today, Elon Musk’s new space vision took us from Earth to Mars, and back home again. In the conversation, Retrieved from: http://theconversation.com/revealed-today-elon-musks-new-space-vision-took-us-from-earth-to-mars-and-back-home-again-84837.

Kissinger, H. (2018). How the Enlightenment ends. Retrieved from: https://www.theatlantic.com/magazine/archive/2018/06/henry-kissinger-ai-could-mean-the-end-of-human-history/559124/

Matousek, M. (2018). Elon Musk is launching his Tesla Roadster into space to prove a point — But it’s also a brilliant marketing move. Retrieved from: https://sports.yahoo.com/elon-musk-launching-tesla-roadster-172511191.html

Schroeder, J. (2018). Toward a discursive marketplace of ideas: Reimaging the marketplace metaphor in the era of social media, fake news, and artificial intelligence. First Amendment Studies, 51(1–2), 38–60.

Rogers, C. (2018). Falcon Heavy launch leaves inspiration in its wake. Retrieved from: https://medium.com/@rogerstigers/falcon-heavy-launch-leaves-inspiration-in-its-wake-d186a1bdb8e7

Tamatea, L. (2019). Compulsory coding in education: liberal-humanism, Baudrillard and the ‘problem’ of abstraction. Research and Practice in Technology Enhanced Learning, pp. 1–29.

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Print Capitalism, National Consciousness, and the Problem with Imagined Unity

Benedict Anderson’s Imagined Communities: Reflections on the Origin and Spread of Nationalism explores how nationalism itself is not an organic development, but a socially constructed phenomenon—an “imagined community” built through shared language, culture, and crucially, the rise of print capitalism.

It’s a fascinating idea: that nations are not bound by physical borders but rather by the stories we tell ourselves and each other. Citizens build a sense of belonging through newspapers, novels, and other printed materials, one that gives people the illusion of unity with others they would never meet in person. Anderson argues that this shared sense of identity, while powerful, is imagined. And like many imagined ideas, it can be wielded for both cohesion and control.

From Anderson’s perspective, the press plays a key role in this construction. Journalism becomes not just a source of information, but a vehicle for reinforcing nationalism. At its best, the media is supposed to serve as a societal watchdog. However, under capitalism, and particularly when a handful of billionaires control the press, those ideals are often replaced by narratives that serve power, not the people.

In the same way state-run media has shaped public perception in countries like North Korea, Vietnam, or China (as Anderson notes on pages 282–283), Western media, though less overtly controlled, often operates in similar ways. Ownership, agenda, and ideology filter what gets published, and who gets heard. The result? A narrative that normalizes colonization, glorifies the past, and renders oppression and exploitation invisible to the mainstream.

And even though much of the media we consume today is digital rather than printed, the impact remains. Words are still “printed” on screens, and they still construct a national identity; one that often leans heavily into conservative values, especially in the U.S., where Christianity and nationalism frequently go hand in hand.

Now, to be clear: having pride in your country isn’t inherently problematic. However, when a selective history and curated information shape national pride, things become murky. For example, in certain rural or conservative parts of the U.S., public school curricula are shaped by school boards that may actively omit or distort historical realities, glossing over colonization, slavery, and the actual mechanics of war. Omission doesn’t just limit education; it undermines the national consciousness that Anderson described. Without honest reflection, the “imagined community” becomes more myth than memory.

Capitalism and the Narrative of Truth

Ideologies such as Marxism and socialism were founded on principles of equity and solidarity. However, when capitalism becomes the dominant force behind the circulation of information—especially when profit and power are involved—those ideals can be easily co-opted. Greed alters the public narrative, and we see this play out in real time through today’s media coverage.

A Case Study in Media Framing

Take, for example, the ongoing starvation of Palestinian infants and children. A leaked internal memo from The New York Times in 2024 reportedly instructed journalists not to refer to Palestine as an “occupied territory” or to use terms like “genocide” in their reporting. Regardless of where one stands politically, it’s clear that such editorial decisions shape public perception. When specific terms are off-limits, it becomes harder for readers to access the full scope of the issue, and easier for a particular narrative to dominate the conversation. In this case, media objectivity is compromised in favor of language that supports nationalist or colonialist perspectives.

It’s not just about one conflict and its framing. It’s about how newsrooms, under the pressure of corporate and political interests, contribute to constructing national identity in ways that may exclude or silence others. They become complicit. When journalism becomes selective in its truth-telling, it undermines its purpose and reinforces a worldview that favors power over people.

The Tech-Nationalism Feedback Loop

Nationalism, as Anderson reminds us, is a modern invention. It evolves alongside technology, and as our means of communication become faster and more centralized, so too does the spread of nationalist ideology. We see this not just in the U.S., but in places like China, where digital firewalls and media censorship shape the public’s perception of national identity. There, access to platforms like Facebook or Instagram is restricted not only for security, but also to protect a specific narrative.

Secular Allegiance and the Flattening of Identity

Anderson also notes how nationalism can take on secular forms, replacing religious or ethnic affiliations with allegiance to the nation-state. In theory, this could be a unifying force; something that helps people move beyond divisions and find common ground. In practice, though, it often flattens identity, pushing marginalized communities to conform to dominant norms or risk exclusion.

Conclusion: Who Gets Left Out?

This tension between imagined unity and lived reality is perhaps the most pressing issue with nationalism today. When media and technology become tools of influence rather than inquiry, they no longer create bridges between people. They create barriers.

Anderson’s work doesn’t just help explain the origins of nationalism; it offers a lens for questioning the stories we’re told and the systems that tell them. It invites us to ask the following question: Who benefits from these imagined communities? Who gets left out of the story?

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Written in 2023

“Go back to where you came from.” That was the top phrase I heard the entire time I’ve been a resident of the California Bible Belt.

There’s nothing original about growing up in the Inland Empire. It’s the suburbs—yet somehow still considered rural in parts. It’s a place where underrepresented populations are growing in number, but so are Trump flags and right-wing extremism.

In 2020, Riverside County—where I reside—declared racism a public health crisis. But racism has always been here. It’s in the air, in the politics, and sometimes literally in the air—I developed severe asthma from poor air quality, a byproduct of environmental racism. I once lived next to a house raided by the FBI for extremist activity. My local representative, Ken Calvert, welcomed Congresswoman Marjorie Taylor Greene to attend a church service in my community—during a tour with indicted rapist Congressman Matt Gaetz.

It’s the kind of place where, in 2014, “patriots” blocked a road with linked arms to stop a bus of Central American immigrants, convinced they were defending land that was never theirs to begin with. This community sits on stolen land—look up the Temecula Indian Massacre.

And I live here.

Assimilation Is Not Safety

Being multigenerational doesn’t shield me from anything. I still live with my parents after my divorce. I still face systemic oppression—in healthcare, in schools, and in the workplace. I’ve spent half my life trying to break into a profession that doesn’t want me there. Not here. Not where my presence is questioned at every turn.

At 28, I took a DNA test and discovered I’m Indigenous. But I don’t know what tribe I came from. That’s erasure. That’s trauma. That’s assimilation. And no amount of “blending in” will save us.

Journalism Was Never Just a Job

I built a journalism career piece by piece. Assistant Opinion Editor at Cal State Fullerton’s Daily Titan. Reporter. Editor. Columnist. I investigated homelessness in Orange County and covered political unrest. In 2017, I helped cover a CSUF lecturer’s altercation with the campus Republican club and the protests that followed. That work resurfaced recently—because the threats haven’t gone away.

I’ve written for luxury magazines, indie rock blogs, and newspapers across Southern California. I helped de-platform a right-wing extremist on The Intercept. My team placed third in the California College Media Awards and was a finalist for the LA Press Club. I was proud. But even with those wins, self-doubt lingered—because race and class constantly press back.

I have two degrees, including a Master of Science in Communications and Journalism Innovation, and I’m earning a doctorate in Education. But even now, I know what it means to be overlooked.

Beyond DEI

Diversity, equity, and inclusion have become marketing buzzwords. DEI can be a trap—another way to tokenize BIPOC voices instead of truly listening.

I used to think my passion was journalism. But what I’ve come to realize is that my real passion is learning. It’s education. It’s digital literacy. It’s helping others navigate a world built to exclude them. I’m currently a full-time doctoral student researching the intersection of media, digital access, and educational equity.

Innovation starts with the words we write—in the classroom, on the internet, and in print. That’s how we build new pathways.

Rewriting My Own History

I write poetry now—mostly dark. It’s how I process. I look at the media landscape and feel haunted. I watch journalism become clickbait. I watch misinformation flood the platforms. I watch the rise of new precedents in media law that mirror the darkest parts of our history.

But I also see possibility.

Without writers, there is no record. Without journalists, there is no truth in print. I lost my culture through assimilation, but I refuse to stay disconnected from my heart.

Through research, education, and writing, I’ve traced pieces of my family tree. I’ve rebuilt what was erased. I’ve claimed space. And I’ve done it all while living with invisible illness, chronic pain, and neurodivergence.

Why I Keep Going

Why do I keep writing? Why am I still fighting for space in rooms that were never designed for me?

Because breaking generational cycles matters. Because education matters. Because there are students—readers—leaders—like me, still searching for a story that feels like home.

I’m not just chasing a degree. I’m chasing the freedom to write the truth, to teach it, and to make sure someone else doesn’t have to grow up wondering where they really come from.

In the end, we all become the exact same specks of atmospheric dust. But while I’m here, I’m going to make it count.

Written by Ashlyn Ramirez – Writer, Researcher, Educator

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Exploring the Impact of Technology Access on the Educational Success of Disabled Latino Students in Community Colleges

May 10, 2024

ABSTRACT

Southern California’s Hispanic and Latino population is among the most highly enrolled in college institutions, partially due to their involvement in Hispanic-serving duties (Tagami & Reagan, 2022). However, graduating, especially when a disability is involved, is not often discussed (Tagami & Reagan, 2022). This conference proposal addresses the exceptional progress in educational disparity experienced by disabled Latino students in community colleges, with a primary focus on the profound impact of digital media. Incorporating theoretical insights from critical scholars such as Jean Baudrillard, Laurence Tamatea, Michel Foucault, Tom Shakespeare, and David Harvey, this research examines the delicate balance of access to technology, disability, ethnicity, and academic outcomes within the framework of community colleges in the contemporary postmodern era. The disabled community benefits from online educational communities through videos, language, and discussion (Narciso Jr., 2023). This study aims to explore how disabled Latino students navigate the digitally mediated educational environment, drawing on Baudrillard’s analysis of hyperreality and Harvey’s examination of globalization. Simulated environments and global reciprocity influence this era, which remains characterized by images. Understanding the benefits of this demographic in utilizing and accessing technology is crucial.

The research question of this study concerns how digital media in the classroom positively impacts the educational success of Latino students with disabilities in community colleges. Some ways include flexible classwork, online educational digital media, and finding community through discussion boards and online classes (Narciso Jr., 2023). This pivotal research question on the ubiquity of digital media seeks to explore the intersectionality of technology access, disability, ethnicity, and higher education outcomes within the context of community colleges. As researchers delve further into artificial intelligence, it is more crucial than ever to investigate the ongoing impact of technology on educational success. The research question aims to explore how access to technology can facilitate remarkable educational success for disabled Latino students, particularly in the postmodern era characterized by hyperreality, simulations, and the proliferation of digital media. By examining the impact of digital media on an online community of education, one can see the benefits for community college students. The frameworks of Jean Baudrillard’s hyperreality and David Harvey’s globalization provide a comprehensive understanding of the implications of these phenomena on the educational experiences of disabled Latino students.

There are strategies and interventions that community colleges can implement to bridge the digital divide and significantly enhance the educational success of Latino students with disabilities within the context of postmodern social, economic, and technological dynamics. If effectively implemented, these strategies can offer a brighter future for these students and improve their educational outcomes. This study will employ a qualitative methodology, focusing on small cluster groups to interview students about how online coursework has changed their perception of schooling since the advent of online education. The study could include an end-of-year survey, in addition to interviews, to understand how the online course benefited the students. Other methods include mixed methods, utilizing an instrument to understand the GPA of students who enroll in online classes, primarily using digital media to teach their students.

The digital divide uniquely manifests among disabled Latino students in community colleges. They harbor specific upsides in accessing and utilizing technology for educational purposes. Jean Baudrillard’s theories of simulacra and simulations apply to the digital experiences of disabled Latino students, influencing their engagement with academic content and digital media. Hyperreality and hyperrealism refer to Baudrillard’s concept of living in a technological simulation, unlike nature (Baudrillard, 1994). With so much hyperreality and hyperrealism existing in our modern world, it is clear that there is a crisis of representation where traditional forms of knowledge, authority, and truth remain in question, and that crisis manifests itself according to Harvey in various domains, such as art, literature, and politics (2008). However, through the crisis, there is a light at the end of the tunnel. An analysis of interviews will reveal the conditions of postmodernity, as described by David Harvey (2008), that influence the educational experiences and opportunities available to disabled Latino students in community colleges, particularly in terms of globalization, consumerism, and cultural fragmentation. Community colleges bypass the problems of postmodernity and utilize them to their advantage, pushing forward certificate completion and two-year degree programs at the student’s pace (Tagami & Reagan, 2022; Narciso Jr., 2023).

There are two theoretical concepts that Baudrillard and Foucault have based on social truths, representing state-sanctioned knowledge and individually, self-selected valued knowledge (Foucault, 1972, 1981; Baudrillard, 1994). Some studies raise one fundamental question, such as Tamatea’s compulsory coding and education (2019). The question to consider in this study is whether we are becoming more like machines or machines are becoming more like humans. With the rise of artificial intelligence and technological advances in education and the media, Baudrillard wrote that the vast influence of digital competency was tangible (1994). However, the study aims to challenge the downsides Baudrillard felt were probable in his analysis of simulacra. Tamatea’s ‘yes theory’ points towards technological success in early schooling through coding, a way of simulation by machine (2019). Community college success remains significant to specific theories that consider this framework. The research question and its subsequent sub-genres aim to make a unique contribution to the broader discourse on educational equity, access to technology, and social justice. By drawing insights from Baudrillard and Harvey, we aim to comprehend the complexities of contemporary digital media proliferation, particularly in the form of online communities, highlighting the urgency of the issue and the necessity for ongoing action. Furthermore, it aims to highlight the strategies and interventions employed by these institutions to continue bridging the digital divide and promoting educational equity.

Introduction

This research paper aims to shed light on the composite directions at play, contributing to the discourse on inclusive education, informing policy and practice to foster digital inclusivity, and gathering data on educational outcomes for disabled Latino students in community colleges. There is an intricate web of individual and environmental factors in the lives of disabled people, along with marginalized groups. When one adds more of a marginalized community to that fact, it becomes so much more of a topic to discuss, and social models for disabilities are often separate (Shakespeare, 2010). Minorities’ issues cannot undergo naivety, however. It creates a slightly different topic because it is a universal experience shared by all humanity. The world as it is currently known is defined by what Jean Baudrillard calls “Simulacra and Simulation.” While Baudrillard considered hyperrealism a detriment to society and globalization, there are strengths in digital educational communities (1994). The way education looks today is shaped by technology, moving beyond technological convergence and addressing the digital divide. Unfortunately, marginalized communities will be the most affected by this digital divide and will likely find the most success in technological use as a result. Simulacra is especially important in combating the digital divide and promoting educational success among community college students. Understanding how the digital community helps students is one of the main questions to ask during a qualitative study.

Literature Review

The proposed qualitative study challenges the concepts of meaning and truth, making it clear that individuals must possess the literacy necessary to see through traditional notions of meaning and truth. In a world dominated by simulacra, meaning becomes arbitrary, and truth becomes relative. However, communities can come together to determine what is accurate, truthful, and not. David Harvey’s “Condition of Postmodernity” focuses on cultural fragmentation and how traditional structures and identities are stabilized (2008). Cultural fragmentation refers to the combination of multiple cultures rather than maintaining many separate versions, which often occurs in digital communities. Various aspects of society are reflected through culture, economics, and politics, indicating instability and fluidity behind identities and their meanings, which is further exacerbated by the proliferation of media, consumer culture, and globalization. Hispanic and Latino students in many counties across California make up most enrolled students completing their academic careers (Tagami & Regan, 2022). However, many do that part-time through a community college (Johnson, 2016). When researchers add the disabled community, it becomes apparent that this is even harder to achieve, especially when disabled people are not a community that defines itself through culture, gender, or race. Theoretically, individuals in college or community college may have a different viewpoint and success rates due to the use of hyperrealism and its impact on the conditions of postmodernity’s cultural fragmentation and globalization. In Baudrillard’s “Simulacra and Simulation,” it is clear that there are four orders of simulation, defined by hyperreality. The death of the real and simulacra serves as a control mechanism, contributing to the critique of postmodern society (1994). 

Theoretical Framework and Methodology

According to Tom Shakespeare, people with disabilities come from an oppressed viewpoint. A social model is proof of that, and it is logically impossible for a qualitative researcher to find disabled people who are not facing oppression, meaning that all marginalized communities have the disabled community within them, meaning that they are within and without accommodations universally because all disabilities are different (Shakespeare, 2010). Therefore, while a college can cater to the Hispanic community, they are not going to necessarily cater to the disabled community, creating a world that has a lack of free space. Only “barrier-free enclaves are possible,” which community college creates through the ease of digital courses. Researchers indicate that most accommodations occur at the community college level (Narciso Jr., 2023). This universal experience of humanity is shaped by the role of globalization in postmodernity. As Harvey argues, capitalism and its endless expansion and accumulation drive spatial and temporal restructuring processes that underpin the postmodern condition (2008). The restructuring process is evident through the expansion of the World Wide Web and the ability to connect with others who are not physically nearby. When one ties this in with Baudrillard’s concepts and framework behind hyperreality, it becomes clear that the significance of urbanization and the built environment helps individuals understand postmodernity and how there are focal points for the concentration of capital, culture, and power (Harvey, 2008; Baudrillard, 1995). How we view those things through digital media is significant for qualitative discussion. Capital culture and power find themselves through the digital connection of others and the sharing of capital experiences.

Conclusion

Therefore, the emergence and development of AI have accelerated the Age of Reason through the digital community. With the rise of online courses, educational digital media, including video content, online meetings, and discussions, are beneficial for student success at the community college level. As the work is decades old, being able to relate simulacra (simulation) to digital abstraction was an unintended beneficial consequence for individuals and society (Baudrillard, 1994). Digitalization’s existential status unknowingly brought educational ubiquity to the table. Ultimately, hyperrealism influences what people see and know, as well as how nature is perceived versus what the media wants us to see. However, it also creates an even digital playing field, where students can be part of a community while living their personal lives outside of school. Students should be able to distinguish between what it means to be digitally literate and what it does not. Baudrillard relates to David Harvey’s study of the “Condition of Postmodernity” because Harvey states there has been a change in cultural and political-economic practices since 1972 (Harvey, 2008; Baudrillard, 1994).

Furthermore, there are differences in communication, as well as the complexity and nuances of the industries of interest and the cultures. Consider a digital Plato‘s Cave, where reality is discernible through a digital shadow; therefore, Baudrillard notes, “Why speak when we can communicate” (1995). Their place in the simulacra brought them in contact with modernist theories and narratives. The success of community college students remains enhanced through communication technology.  

References

Baudrillard, J. (1994). Simulacra and Simulation. Ann Arbor. University of Michigan Press.

Baudrillard, J. (1995). Simulacra and simulation. In Body, in theory: Histories of cultural materialism. University of Michigan Press.

Foucault, M. (1972). The archaeology of knowledge and the discourse on language. Translated by Alan Sheridan Smith. New York: Pantheon Books.

Foucault, M. (1981). The order of discourse. In R. Young (Ed.), Untying the text: A post-structuralist reader (pp. 48–78). Boston: Routledge & Kegan Paul.

Harvey, D. (2008). The Condition of Postmodernity. In S. Sidema, & J. Alexander, The New Social Theory Reader (pp. 235–242). New York: Routledge.

Johnson, J. (2018, February 26). Accessibility and the California Community Colleges Online Education Initiative – Lessons learned. Accessing Higher Ground. https://accessinghigherground.org/accessibility-and-the-california-community-colleges-online-education-initiative-lessons-learned/ 

​​Narciso, F. E. (2023, May). Is online course-taking helping or hindering students with disabilities in U.S. community colleges? https://digitalcommons.pepperdine.edu/cgi/viewcontent.cgi?article=2320&context=etd 

Shakespeare, T. (2010). “The Social Model of Disability.” The Disability Studies Reader. Ed. Lennard J. Davis. New York: Routledge. 266–73. Print. (Pre-print copy.)

Tagami, M., & Reagan, M. (2022, November 17). Are California’s Hispanic-serving institutions living up to their name? CalMatters. https://calmatters.org/education/higher-education/college-beat/2022/11/hispanic-serving-institutions-california/ Tamatea, L. (2019). Compulsory coding in education: liberal-humanism, Baudrillard and the ‘problem’ of abstraction. Research and Practice in Technology Enhanced Learning, pp. 1–29.

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Jan. 12, 2025

Introduction 

Countless leadership theories are meaningful to society as a whole. Servant leadership, in particular, encompasses leadership’s most logical parts and puts that power into serving the public. Servant leadership is a “holistic approach” in which the leader cares deeply for stakeholders in the company (Shirin, 2015). Utilizing servitude is a transformative approach with no financial gain. All projects and goals are tackled without the means of capitalism, paving the way for optimal leader-follower growth. A servant leader “engages followers in multiple dimensions”; specifically, leaders who are emotionally, relationally, and ethically oriented help followers grow into themselves, bringing out their full potential (Eva et al., 2019). 

Heavily based on morality, servant leaders think about everyone else before thinking about themselves (Canavesi & Minelli, 2021; Demont-Biaggi, 2020). It is not just stakeholders they think about; servant leaders think about everyone around them, especially their followers (Canavesi & Minelli, 202). Servant leadership is not a new practice; it has been studied for many years by practitioners and academics, and it is only now gaining popularity in the past decade (Canavesi & Minelli, 202). This leadership theory is held in high regard because it yields ideal outcomes for both individuals and organizations, such as commitment and employment satisfaction (Canavesi & Minelli, 202). Furthermore, literature research is searching for antecedent identification, the mediating and moderating “mechanisms,” and relationship development scales meant to bring discourse in an inclusive, diverse, and economic context (Canavesi & Minelli, 202).

Transparency is rudimentary. People gravitate towards those types of leaders, but they are few and far between. This approach ostensibly shows the need for factors based on ethos, pathos, and logos. Marginalized communities play a pivotal role; when the requisite skill sets are available, society performs better. Self-efficacy and faculty development are crucial for the quality of leadership skill sets and societal norms. Engagement with leadership qualities fosters professional growth and development for future leaders in all contexts, promoting selflessness. Selflessness is a servant quality, and its absence is conspicuous in leadership that remains transactional. Through cultivating rapport and altruism, leaders establish connections with those around them. Transformational leadership is superior to transactional leadership, which has been practiced for many years. However, the genuine demeanor behind servant leadership roles helps determine outcomes that bear community value and foster the growth of future leaders. 

The Definition of Leadership

Servant leadership is vital for a multitude of reasons, especially when combating pseudo-transformational leaders. It is imperative to reiterate that servant leadership encompasses multiple theories of thought; some of these theories include authentic leadership, enterprise leadership, and leader-member exchange (LMX) theory (Coetzer et al., 2019, p. 1). According to research, servant leadership is inspirational and contains “moral safeguards” (Graham, 1991). This “paradoxical leadership function and servant style” offers vital educational tools for the workplace that safeguard business ethics while upholding performance levels (Saleem et al., 2020). Authentic leadership, a core facet of servant leadership theory, is a multifaceted theory that integrates ethical, relational, and outcome-based aspects of leadership to create high-performing organizations (Canavesi & Minelli, 2021; Saleem et al., 2020). It emphasizes practices such as developing a higher purpose through standardizing and simplifying procedures, empowering others through shared information and power, vision, and strategy, ensuring continuous growth, cultivating a customer-oriented mindset, and building a quality workforce (Coetzer et al., 2019, pp. 3-5). 

In addition to humility, servant leadership means ensuring the development of followers, hearing others, making sound decisions, acting morally, and developing a “sense of community” (Jit et al., 2016). Liden et al. (2008) state that creating community value is a fundamental leadership behavior rooted in ethics, healing, growth, conceptual skills, and empowerment. Both Liden et al. and Jin et al. agree on creating a sense of community through moral and ethical means.

The definition is often assumed but never thoroughly examined. While leadership can still usually be rooted in a patriarchal caste system, its core values extend far beyond today’s standards (Carbajal, 2018). With modernization accelerating civilization, it is time to consider what transparency, another often-forgotten quality, would bring to present and future leaders. A level of change begins with a transformation, where it becomes clear that leadership is not linear in terms of knowledge or experience. It is not a monolith, as stated in my previous work (Ramirez, 2022). It changes with each industry and adapts to an adjusted class of individuals over time (Ramirez, 2022). Three main phases encompass what servant leadership stands for (Canavesi & Minelli, 2021). The first phase is based on conceptual development, while the second phase focuses on testing and investigating fundamental outcomes through cross-sectional research (Canavesi & Minelli, 2021). The final phase is theory-rooted, looking at mediating mechanisms, understanding antecedents, and specific leadership boundaries (Allen et al., 2016; Eva et al., 2019). The model described is based on the most recent research conducted, which has been jump-starting the past two decades with a proliferation of studies (Canavesi & Minelli, 2021).

Theories of Research and Interest

Servant leadership, as noted earlier, is a type of theory that encompasses more than one quality of leadership theories (Greenleaf, 1970; Canavesi & Minelli, 2021; Liden et al., 2015). Those facets form a solid theory of servitude and transparency that has a transformational influence. The desire to serve the general public without expecting anything in return is something unheard of in the digital era (Ramirez, 2022). Therefore, it must be exercised and practiced more amongst empathetic others. Organizational culture exists to establish an expectancy system that sets a standard for authentic employee behavior, which is expected to evolve into leadership behavior (Schein, 1985). A genuine leader shows trust, hope, optimism, and a moral and ethical orientation; that leader exhibits positive emotions and relational transparency (Avolio et al., 2004). According to Liden et al., servant leadership’s seven dimensions ethically prioritize subordinates, allowing for motivation to focus on autonomy and emotional healing (Liden et al., 2015). Some of the first scholars who empirically tested servant leadership used cross-sectional studies to find evidence that servant leadership benefits organizations through a fair workplace (Ehrhart, 2004). Ehrhart’s findings include the differences between servant leadership and LMX and transformational styles, as tested through the “14-item scale for the measurement of servant leadership” (Ehrhart, 2004).

A Deep Dive Into Servant Leadership

The benefits of servant leadership encompass follower-centered, leadership-centered, team-centered, and organization-centered growth (Marampa et al., 2023; Canavesi & Minelli, 2021). Leadership focused on supporting individuals and developing an institution is generally known as servant leadership (Allen et al., 2016). Transformational leadership emphasizes the role of leaders in inspiring followers to work towards a common goal (Allen et al., 2016).

To the researcher’s knowledge, organizational culture is often explored about the concept of servant leadership. Authentic leadership, like servant leadership, stimulates employee performance by fostering honest and transparent relationships with employees (Azanza et al., 2013). Servant and authentic leaders also possess self-focus qualities and the ability to put others’ needs before their own (Duignan, 2014, pp. 3-5). However, servant leaders differ in putting others first, while authentic leaders focus more on genuine leadership. That transparency is how servant leaders operate in a postmodern society built on capitalistic pressures, ethical challenges, and paradoxes (Duignan, 2014, pp. 3-5). There are three organizational outcomes in leadership theories: primary, secondary, and territory (Duignan, 2014, pp. 3-5). The criteria are inclusive and designed to identify relevant outlets and a range of quantitative or qualitative studies. Having critical thought regarding leadership theories is not something that comes naturally to people; critical thought is built on the right leaders guiding their followers towards a measure of success (Duignan, 2014, pp. 3-5). A servant leader does not sugarcoat problems; instead, they solve them with logical thinking, awareness, and openness (Ramirez, 2022). In response, followers react to a physical environment that does not rely on negative tactics to maintain a sense of authority (Ramirez, 2022).

Servant Leadership as a Call To Action

As discussed in my previous work, servant leadership cannot exist without authenticity or a call to action (Ramirez, 2022). A call to action cannot exist without engagement or intricate feedback (Ramirez, 2022). A leader who is authentic and genuine in their style will never be a detriment to the public. Azanza (2013) finds that an organized leadership culture cannot exist without flexibility, as well as authenticity and transparency styles. Flexibility in leadership is crucial because things can change at any time, making it essential to be prepared for any type of scenario where leadership is necessary. Research finds that servant leadership has a “significant utility” in going above and beyond transformational, ethical, and authentic leadership styles, as measured by specific criteria (Hoch et al., 2018).

According to research, a reason for leadership behavior to flourish lies within the specific norms of employees and employers (Schein, 1985). These norms are associated with particular leadership theories, such as servant leadership theory. Furthermore, if stress and low productivity occur in a workplace that cannot achieve a proper work-life balance, turnover is likely to follow (Dutta & Khatri, 2017). In response to adverse outcomes associated with leadership styles that prioritize the leader’s self-interest, moral-based leadership has recently emerged, aiming to promote integrity and prioritize the support and development of followers (Liden et al., 2015). Nevertheless, staying transparent to leader-follower norms helps mitigate those fears.

Servant Leadership Connection and Analysis

Transformational leadership gained popularity because it aims to empower everyone, not just a select few (Ramirez, 2022). The aspect of healing through these values is essential because servant leaders help conquer problems with care, a quality that makes them hyper-aware of their environment. Other characteristic aspects of servant leadership emerge through a catalyst of transformational leadership and affective trust — a stark difference from cognitive trust (Zhu et al., 2013). Affective trust, established through a mutual back-and-forth of care and concern between the leader and followers, often creates positive outcomes within an organization (Zhu et al., 2013). Furthermore, Chiniara and Bentein state that servant leaders create a psychologically safe and fair climate through dyadic relationships where employees can be themselves (Chiniara & Bentein, 2016). Autonomy is salient, but so is having connections with others in one’s community, leaving oftentimes to an aspect of mutual aid through conscientious and helpful behaviors (Chiniara & Bentein, 2016, p. 136)

Some followers remain accustomed to transactional leadership or are hesitant to follow leaders altogether (Liden et al., 2008). They bracket servant leadership with micromanagement, stating that their leader does not need to help lead them along the way (Liden et al., 2008). Furthermore, empirical studies have found that when leaders practice servant leadership with willing followers, this type of leadership has a significant impact on organizational citizenship behavior and performance (Meuser et al., 2011; Otero-Neira et al., 2016; Ozyilmaz & Cicek, 2015). For some, this type of leadership does not seem practical (Ramirez, 2022). For the latter, there is a broader perspective to consider in terms of public benefit.

Servant Leadership and Social Responsibility

Greenleaf finds that servant leaders have a social responsibility to care about those who are less privileged and often marginalized (Greenleaf, 1970). A good servant leader identifies inequalities or injustices and seeks to eliminate them (Graham, 1991). Once a servant leader is at the forefront, institutional power and control are shifted to followers, giving them the autonomy they need to be their own authority (Canavesi & Minelli, 2021). Community is valued in servant leadership because it provides an opportunity to meet individuals face-to-face and go through the stages of interdependence, trust, respect, and growth together (Greenleaf, 1970; Greenleaf, 1977). 

Leaders constantly help followers overcome their problems, which is a characteristic of servant leaders that enables them to immediately respond to tangible environments (Saleem et al., 2020). Instead of using fear, coercion, and violence to maintain authority, servant leaders become the persistent medication that convinces others to accept change. 

Next is conceptualization, stewardship, and commitment to personal growth—caring deeply about the movement, the well-being of one’s followers, and, ultimately, starting a community (Saleem et al., 2020). When discussing stewardship, servant leaders employ it due to their people-centric nature, which prioritizes service to their followers (Saleem et al., 2020). In an organizational setting, servant leaders treat every employee as they would treat themselves (Saleem et al., 2020).

Building a community of care is especially critical when addressing significant societal challenges that affect individual communities and lack external support (Ramirez, 2022). According to Saleem et al., one must allow followers to identify with a value that is greater than themselves. That kind of autonomy is liberating for everyone. When one desires a community, a safe space, and a place to express individuality, servant leaders are at the beginning of that change (Saleem et al., 2020). Because of this, individuals are inspired to be that change themselves. According to Gia et al., some leaders may “feel a deep desire to serve or are strongly motivated to lead others” (Gia et al., 2008). In short, one might feel that a higher calling is their driving force (Gia et al., 2008).

This highlights the intrinsic motivation behind servant leadership, distinguishing it from other leadership styles that may perpetuate the typical patriarchal power structure of authority (Carbajal, 2018).

Furthermore, empirical studies show the impression of servant leadership on both leaders and followers. There is more than enough evidence to support the strength of servant leadership. An empirical study found that leaders with a high likelihood of agreeableness and low extraversion were more often seen as leaders who truly serve the public (Eva et al., 2019). As a result, humility is a key trait that every servant leader possesses (Canavesi & Minelli, 2021). After reviewing multiple studies, it is evident that this makes a significant difference in the workforce, regardless of hierarchical organization. Those who are exposed to a servant leader are also significantly more likely to enhance their self-determination, thereby becoming a positive influence on those around them (Yang et al., 2019). It is not just about being a leader and having power. It is about serving others and encapsulating the spirit that is charismatic enough to inspire and uplift those around them. A servant leader should have a thorough understanding of the organization’s purposes, complexities, and missions, which is often referred to as conceptualizing (Canavesi & Minelli, 2021). This ability gives servant leaders the critical thinking skills to tackle challenging obstacles, identify when something is wrong, and creatively address issues, all while aligning with the organization’s primary goals.

Conclusion

Servant leadership is a theory gaining popularity rapidly beyond the academic community. Servant leaders prioritize ethical behavior, bringing trust and integrity to the decisions that they make. These types of leaders focus on bonding others together by sharing authority and giving autonomy to everyone involved. Servant leaders continually ensure that their leadership benefits the greater good by placing a strong emphasis on creating community wealth. Servant leaders constantly strive for measurable success that aligns with the organization’s evolving goals. 

According to Liden et al. (2014), servant leadership has an efficacious effect on followers’ in-role performance, bolstering their ability to carry out their assigned tasks with efficiency. The outcome is particularly favorable when academics pair servant-focused leaders with followers receptive to this style of leadership. Under such guidance, followers excelled in completing their job responsibilities and meeting expectations. 

Servant leadership has a significant impact on organizational teams and their functioning. Hu and Liden (2011) state that it enhances group persuasiveness by fostering collective confidence among collaborators in their willingness to strive for improvement. Additionally, their research showed that servant leadership has a beneficial impact on team robustness by improving and clarifying group undertakings (Hu & Liden, 2011). When servant leadership is not available, the team’s potency ultimately declines, even if the goals or mission remain unchanged. While it is straightforward and easy to read objectives out loud, it is another thing to have leadership support that creates a strong team performance (Hu & Liden, 2011). Hu and Liden (2011) also found that servant leadership enhances team effectiveness by increasing members’ shared confidence in their ability to succeed as a workgroup. In Boyatzis et al.’s work (2006), research reveals that leaders have more depth while navigating the ostensibly negative aspects of leaders practicing with the “other impacts of coaching others’ development” (Boyatzis et al., 2006, p. 8). 

Moreover, this might serve as an impetus for ensuring the sustainability of individuals, developing new leaders, and modeling effect-resonant relationships that contribute to the company’s sustainability (Seal et al., 2006). Without servant leadership, followers might become frustrated, ultimately hindering their ability to complete tasks effectively. The focus shifts from the leader’s persona to that of others (Saleem et al., 2020). This led to a concept of leadership where the leader serves others while simultaneously practicing listening, building consensus, and providing foresight (Saleem et al., 2020).

In conclusion, servant leadership is an old yet emerging transformative approach that not only fosters ethical behavior, empowerment, and community values but also promotes individual and team growth within organizations. Its key basis, on shared confidence, clarity, and proactive support, bolsters its ability to enhance team effectiveness and navigate through challenges that are difficult to ascertain in nature. By developing humility, authenticity, and a focus on the greater good through social capital, servant leaders inspire trust and resilience, creating a culture where employees can thrive (Geron-Newton, 2024). Ultimately, servant leadership proves to be a powerful model for harboring meaningful change, driving organizational success, and addressing the evolving needs of today’s diverse workforce.

References

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