Tag: communications

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I start my mornings early, but my problems with technology begin even sooner. Sometimes, I open and close my laptop and restart it because I cannot get the internet to cooperate with me. I run to restart the router. Luckily, I get on my cellphone to finish my call to my Chair. The baby is now crying, and usually I would want to cry too. But this is something I am used to, and I’m too busy taking notes to fall apart mentally. 

I am in the final year of my dissertation, focusing on Hispanic students at Hispanic-Serving Institutions. I’m fascinated by the Digital Divide Theory and its impact on marginalized students seeking technology access, user ability (digital literacy), and their perceptions of online course success. Pursuing my doctoral degree is a distinctive milestone and an assurance to give back to my community through knowledge and awareness. That, in itself, is both my end goal and my path to happiness.

On paper, this is research. In my heart, it’s personal. 

As a first-generation Hispanic college student, first-time mother, and communications professional, I have overcome challenges in health, identity, and access. I still struggle with my health as my ulcerative colitis progresses. But I persist. 

Now, ten months postpartum, I am more motivated than ever to finish my degree, for myself and my son. I want him to see what it looks like to keep going, even when the light at the end of the tunnel is too faint to make out. I want him to grow up knowing that knowledge is indispensable, education is power, and lifting others is a part of our purpose. These are key to an inevitable path to happiness.

I took time off after my C-section to recover physically and mentally, navigating postpartum depression without the safety net of paid leave. As a self-employed communications consultant, there was no paycheck waiting for me, no HR department checking in. Recovery happened in between diaper changes, dissertation edits, and client calls.

 I’ve gone the extra mile to manage recovery, parenting, and doctoral coursework, but like many women, especially women of color, I have done it quietly while balancing family life. I do not always have childcare readily available. I have health conditions that need monitoring, like my colitis and my asthma, which result in more routine doctor appointments than most at my age. 

My son accompanies me to appointments sometimes, and he enjoys chatting on the phone when I talk to my Chair, as if he already understands the importance of what I’m working toward. He is a good sport about it, and he loves to try to grab my fountain pens and “help” me type. 

I often feel empowered knowing I can be a mom, a writer, a consultant, and a student working on a degree that is statistically difficult to achieve. I am among the 16.7 percent of Hispanic students who earn doctorates, and 2.6 percent of disabled students who earn a doctorate in education. 

I know what it’s like to feel unseen in academic spaces, as if the systems around you weren’t built with you in mind. I aim to use this research to inform institutional practices that are more inclusive, accessible, and supportive of students from all walks of life.

This process has shaped me in ways I never imagined. It has made me more empathetic, resilient, and undoubtedly sure that the work I am doing matters, not just for me or my son, but for many others who deserve to thrive in higher education.

I’ve been the student who couldn’t rely on her Wi-Fi or cell signal, but I always found a way to make things work. Some people are more disadvantaged and are unable to do the same. I’ve learned what equity means when you’re living it, not just researching it.

My career goals are founded in service. I aim to utilize my research, writing, and strategic communication skills to influence policy, guide institutions, and champion the voices of historically underrepresented groups through education. I believe deeply in the power of storytelling, not only as a former journalist but as someone who has seen how narratives can shape access to opportunity. 

This journey has not been easy, but it has been transformative. My experiences are woven into every part of who I am. It has reminded me that you can still take the next step forward even when you’re exhausted, overwhelmed, or unsure. And those steps matter. 

Those steps lead towards a seat at the table.

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Written in 2023, expanded in 2025

Being a leader in education doesn’t often come with a personal handbook. Or if it does, it’s outdated; ill-equipped for the complexities of 21st-century classrooms and communities. As we continue to confront widening disparities in educational access, especially in the wake of the COVID-19 pandemic, one truth becomes clear: effective leadership isn’t just about policies or protocols. It’s about people, and the ability to lead with empathy, community, and transformation in mind.

Leadership in the Age of Digital Learning

The pandemic redefined what it means to teach and learn. As online learning became the norm, issues like internet accessibility rose to the surface, especially in rural and low-income areas where connectivity is often limited or unreliable. But beyond technology gaps, we also saw cracks in leadership communication, especially between administrators and educators.

Outdated systems, hierarchical thinking, and transactional leadership styles have created barriers that make it difficult for teachers and students to advocate for their needs. These gaps in communication are more than logistical—they’re structural. They reflect a need for new leadership paradigms that meet today’s challenges with empathy, collaboration, and innovation.

Instructional Leadership and the 21st Century Classroom

In a 1999 study of over 800 U.S. teachers, researchers found that educators’ expectations of leadership often clashed with the realities of administration. More recently, the Journal of Organizational and Educational Leadership reaffirmed the belief that school outcomes are closely tied to leadership effectiveness. The takeaway? Instructional leadership must go hand-in-hand with technological transformation and digital literacy.

Teachers need leaders who do more than manage: they need leaders who listen, collaborate, and help create space for professional reflection and growth. These are the hallmarks of transformational leadership, as opposed to transactional leadership, which focuses more on compliance, control, and routine.

Transformational vs. Servant Leadership: A Needed Blend

According to Hu & Linden (2011), transformational leadership builds confidence and work advocacy, but it’s servant leadership—with its focus on selflessness and empathy—that enhances both satisfaction and effectiveness in teams. When combined, these leadership approaches foster a culture of trust, transparency, and empowerment across all levels of education.

As Peter G. Northouse (2021) notes, leadership rooted in empathy and community connection is essential for long-term cultural change. It empowers teachers, administrative staff, and students, particularly those from marginalized backgrounds, who go on to shape the American workforce.

Creating Lifelong Learners and Leaders

Leadership in education isn’t just about student test scores or teacher evaluations. It’s about nurturing lifelong skills like digital literacy, critical thinking, and emotional intelligence. And it’s about ensuring every stakeholder, especially those in underserved communities, has equitable access to the tools and support they need to succeed.

The literature shows a clear need for stronger communication between principals and teachers. When leaders and educators collaborate toward shared goals of inclusivity and equity, they create ripple effects that extend far beyond the classroom.

DEI and the Need for Cultural Change

Diversity, equity, and inclusion (DEI) aren’t just buzzwords. They’re essential frameworks for reshaping a system that has historically privileged transactional over transformative leadership.

Transformative, adaptive leadership aligned with DEI principles is especially urgent in a post-pandemic world where disparity gaps have widened. While DEI work remains underdeveloped in many educational settings, it offers a path forward; one grounded in soft skills, compassion, and the recognition that authentic leadership starts with human connection.

Final Thoughts

To move toward a more inclusive and effective educational system, we need more than curriculum updates or policy changes. We need leaders who understand that communication, empathy, and community are the foundations of success, not just for students, but for educators and administrators alike.

As we reevaluate the leadership values necessary for the future, one thing is clear: no relationship in education can remain purely transactional. Leadership must mean something. And it must start with listening.

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The U.S. economy added just 33,000 jobs in July 2025, according to the Bureau of Labor Statistics. That’s a drastic drop from June’s revised total of 194,000 jobs. For context, economists expected around 175,000 new jobs. We fell significantly short.

July’s report signals a broader slowdown in job growth. While one month doesn’t define a trend, many professionals are understandably anxious. When growth slows, layoffs often follow. Freelancers feel the squeeze. Recent grads face fewer opportunities. Hiring freezes kick in.

So what can we do in times like these?

Servant Leadership Is More Important Than Ever

In tough economic times, good leadership matters more. But not the traditional top-down kind. Now is the time for servant leadership.

Servant leaders put people first. They provide support, empathy, and stability. They coach, uplift, and guide without ego. They ask, How can I help?

And they recognize that hope is a strategic advantage.

If you’re in a position of leadership right now, consider how you can create clarity and calm for your team, your peers, or even your online community. Compassion-driven leadership is needed in this very moment.

Learn Instead of Just Earn: Why Literacy Is the Key

When jobs are scarce, learning becomes survival. But we’re not just talking about college degrees. In today’s world, we need multiple forms of literacy:

  • Digital literacy — How systems work, how content flows, how to use platforms like LinkedIn and Indeed
  • Media literacy — Understanding how information is framed and shared online
  • Platform literacy — How to navigate job boards, remote hiring, and gig platforms

The goal? Know how everything works. Learn how the systems move so you can move through them, and around them if necessary.

If You’re Out of Work: What to Focus On

1. Keep updating your portfolio. Even if you’re not currently employed, you can keep working on projects, freelance tasks, writing samples, or mock case studies. Employers want to see momentum and proof that you’re still growing. Consider a writing challenge for your blog (like what I’m doing right now) or create a collection of social media posts that drive engagement for a marketing or SEO role.

2. Stay open to freelance or contract work. Many employers are cutting full-time roles but still need help. Contract gigs can fill in financial gaps and keep your skills sharp. Yes, freelancing means buying your own health insurance. But it also means flexibility and survival. Right now, survival matters.

3. Don’t underestimate your effort. You’re not alone. Many talented people are in the same position. For example, one job I applied to a couple of weeks ago had 954 job applicants. Another one had over 1600. The U.S. has over 330 million people, and only 33,000 new jobs were added. That’s not on me or you.

4. Keep working on that small business. Staying busy is best, and while staying busy does not always mean being profitable, it does mean that there is a way to contribute to your community. And in turn, the community will support you. For those who sell goods, consider farmers’ markets. Get chronically online. Open that Etsy or Shopify. Interact with others online and watch how organic engagement draws people in.

5. Have empathy for yourself. It’s okay to be tired. It’s okay to feel stuck or stagnant. Sometimes, you find yourself meditating, but you might wonder why you’re being still when you need to be working. It’s okay. Just don’t confuse stillness with failure, because we aren’t failures. We are surviving. And if you’re trying, you’re doing more than enough.

If You Have a Job: Hold It Carefully, But Strategically

If you’re currently employed, be mindful of how you contribute. Help others where you can. Be someone who uplifts. But also: keep your options open. Update your resume, refresh your skills, and quietly prepare for what’s to come, which will probably include further drastic economic instability.

Sources:

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Written in 2024 and updated in 2025

In The New Social Theory Reader by Steven Seidman and Jeffrey C. Alexander, one of the most pivotal figures explored is Jürgen Habermas—a philosopher and sociologist whose theories on law and democracy continue to shape contemporary discourse. His work, featured in Chapter One, unpacks the complex relationship between democratic governance and the legal system, offering a powerful framework for understanding how modern societies function (and do not).

At the heart of Habermas’s philosophy is the concept of communicative action—the idea that rational discourse and mutual understanding are essential for democracy to thrive. In his view, democracy is only as strong as the public’s ability to engage in meaningful, reasoned dialogue. The law, then, becomes more than a set of rules—it transforms into a reflection of collective will and a safeguard for justice and equality.

As Habermas puts it:

“What makes communicative reason possible is the linguistic medium through which interactions are woven together, and forms of life are structured.”

The Public Sphere and Deliberative Democracy

A key component of Habermas’s theory is the concept of the public sphere—a space where individuals gather as equals to discuss shared concerns. This concept is central to how he defines democracy: a system where deliberative democracy can flourish, diverse viewpoints can be expressed, and consensus can be reached through open and inclusive discussion.

In this setting, the law serves as a codification of the collective dialogue that takes place within the public sphere. It formalizes shared norms into structures that govern social behavior, ensuring that society reflects the values that its people have negotiated.

However, Habermas’s optimism is tempered by realism—especially given the historical context of post–World War II Europe. As he observed:

“Just when it could emerge as the sole heir of the moral practical self-understanding of modernity, it lacks the energy to drive ahead with the task of imposing social and ecological restraints on capitalism at the breathtaking level of global society”
(Seidman, 2008, p. 35).

Critique of Modernity: Technology, Power, and the Lifeworld

Habermas is sharply critical of how money, power, and technology distort public discourse. In his view, these forces create deep divides and diminish the public’s ability to engage in authentic communication. He warns of what he calls the “colonization of the lifeworld”—when bureaucratic systems and instrumental logic invade everyday human interaction, stripping individuals of autonomy and meaning.

He is particularly wary of how technological advancement can reinforce social inequality. Access to information, platforms for discourse, and the ability to participate meaningfully in democratic processes are increasingly tied to power and privilege.

“The systemic integration attained through money and power must retain its dependence upon socially integrative processes of civic self-determination in accordance with the Constitutional understanding of the legal community.”
(Seidman, 2008, p. 42).

Why Habermas Still Matters

Habermas’s work continues to influence a wide array of disciplines, including legal theory, political science, and media studies. His ideas have sparked critical conversations about deliberative democracy, legal pluralism, and the role of civil society in democratic engagement.

For researchers and practitioners alike, Habermas offers more than theory—he offers a roadmap for reform. Policymakers, educators, and activists can draw from his work to promote transparency, accountability, and inclusive civic participation. His framework enables us to assess whether our institutions genuinely serve democratic values—or merely simulate them.

Final Thoughts

Habermas reminds us that democracy isn’t just about laws. It’s about voices. It’s about creating spaces where people can speak, be heard, and reach a mutual understanding. As we continue to confront digital influence, economic inequality, and political division, his vision of the public sphere and communicative rationality becomes more urgent than ever.

In an age where algorithms often replace dialogue, Habermas calls us back to conversation.

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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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July 12, 2024

Abstract

Students with disabilities enrolled in online community college courses can benefit from using change management models. This paper examines the Lewin Change Management Model and the ADKAR Change Management Model, illustrating their relevance in promoting an inclusive and equitable educational environment. Educators play a crucial role in implementing and sustaining change through the in-depth analysis of these models. Students of color with disabilities face unique challenges that require a comprehensive understanding and proactive measures. Authentic leadership, particularly in educational settings, is also discussed, demonstrating its importance in promoting trust, transparency, and ethical behavior. The paper provides practical recommendations for communication, continuous monitoring, and evaluation of change initiatives. The paper advocates for more supportive and inclusive learning environments for Hispanic/Latino students with disabilities in community colleges by utilizing a collaborative and adaptive approach.

Introduction

The pioneer of applied behavioral science, Kurt Lewin, once said, “Nothing is more practical than a good theory” (Scherer et al., 2015, p. 27). On page 27 of Scherer et al., the term “theory” originates from the Greek word theorein, meaning “to see.” He discovered that seeing things in a new way is possible through this method. Lewin developed the Change Management Model in the 1940s; it is not only a foundational theory in organizational change but also a practical tool for addressing the obstacles faced by students of color with disabilities in the education system. This model is not a theoretical concept, but a real-world solution applicable in various educational contexts, particularly in promoting classroom success for students of color with disabilities. It consists of three stages: “Unfreeze, Change (or Transition), and Refreeze” (Schein, 1999, p. 59). Another theory to be aware of is the ADKAR Change Management Model, which was developed to apply specifically to the digital classroom. As the critical implementers of these stages, educators play a pivotal and valued role in significantly impacting the success of students of color with disabilities.

Change Management Selection

The Lewin Change Management Model and the ADKAR Change Management Model provide valuable frameworks for promoting the success of students of color with disabilities in educational settings. With its Unfreeze, Change, and Refreeze stages, Lewin’s model helps remove existing barriers and develop inclusive practices within schools. To complement this, the ADKAR model emphasizes the importance of Awareness, Desire, Knowledge, Ability, and Reinforcement in encouraging and sustaining organizational change. Together, these models underscore the pivotal role of educators in creating an environment where all students can thrive in a digital world. To ensure positive outcomes for disabled students of color, educators must understand and address the difficulties they face, which are more severe than those of other students. The first step in the Lewin Change Management Model is the ‘Unfreeze Stage.’ Unfreezing is a crucial phase that sets the foundation for successful change.

To begin building a new way of operating, one must break down the existing “status quo” (Schein, 1999, p. 59). Unfreezing ensures that the old behaviors, attitudes, and processes are open to scrutiny and change, paving the way for the necessary adjustments (Schein, 1999, p. 59). Educators need to start by understanding the specific needs and challenges disabled students face. Understanding those needs involves assessments, gathering feedback from students and parents, and reviewing current teaching practices. During this stage, the organization begins to transition towards a new way of operating. Uncertainty can be resolved by exploring new approaches. Change is a process rather than an event; this phase can take time and acceptance (Schein, 1999, p. 60). It is helpful to provide ongoing support to both students and teachers through additional resources, one-on-one support, or specialized instruction tailored to individual student needs. For teachers, it might involve professional development opportunities and collaborative planning time. In this final stage, the organization solidifies the new state after the change through cognitive redefinition (Schein, 1999, p. 61). Changes are subject to internalization, and the latest working methods are now the norm. This stage aims to ensure that the new behaviors will not revert. Ensuring the new inclusive practices remain a staple in the school’s culture and policies includes updating curriculum guidelines, physically modifying the classroom environment, and standardizing assistive technologies. 

The ADKAR Change Management Model, developed by Prosci, is a goal-oriented framework that guides individuals and organizations through change (Kiani & Shah, 2014, p. 78). ADKAR stands for Awareness, Desire, Knowledge, Ability, and Reinforcement (Kiani & Shah, 2014, p. 78). Applying this model to the classroom can effectively support the success of students of color with disabilities by addressing their unique needs and promoting an inclusive and equitable educational environment. Awareness is about understanding the need for change (Kiani & Shah, 2014, p. 81). It involves recognizing why change is necessary and the risks associated with not making a change. Educators need to become aware of the specific challenges faced by students of color with disabilities, such as varying degrees of success based on accessibility (Narciso, 2023). Awareness involves acknowledging the intersectionality of race and disability, as well as how it affects their educational experience. Teachers and administrators should communicate the importance of inclusive practices, highlighting how these practices benefit all students and foster a supportive learning environment. Using data and research to demonstrate disparities in educational outcomes for disabled students of color makes a compelling case for change.

Change becomes accelerated by the ‘desire’ component of the ADKAR model (Kiani & Shah, 2014, p. 81). It represents the willingness to support and engage in the change, creating motivation within the individuals involved (Kiani & Shah, 2014, p. 83). This component is particularly crucial when addressing the needs of students of color with disabilities, as it fosters empathy and understanding among educators, making them more receptive to change. By sharing stories and experiences of disabled students of color, educators can build a personal connection, finding a collective desire to improve the educational environment and a solid commitment to change. Knowledge involves providing the information and training needed to support the change (Kiani & Shah, 2014, p. 81). It includes understanding how to change and what it looks like in real-time. The administration can offer training sessions for teachers on culturally responsive teaching practices and inclusive education strategies tailored to students of color with disabilities. Providing access to resources, such as books, articles, and toolkits, that guide the implementation of inclusive practices is also beneficial (Johnson, 2018). Ability is about turning knowledge into action. It involves developing the skills and behaviors required to implement the change (Kiani & Shah, 2014, p. 81). Establishing mentoring programs where experienced educators can support others in developing inclusive teaching skills is paramount. Creating support systems within the school, such as inclusion specialists or diversity coordinators, can help teachers implement new practices. Reinforcement, the final component of the ADKAR Change Management Model, is not just an afterthought but a crucial element in sustaining changes for students of color with disabilities (Kiani & Shah, 2014, p. 83). It ensures that changes are implemented and maintained over time, involving the implementation of mechanisms to sustain and solidify them (Kiani & Shah, 2014, p. 81). Inclusive practices should not be viewed as temporary, but rather embedded into school policies and procedures to ensure sustainability. Practices include revising curriculum standards, assessment practices, and disciplinary policies to reflect inclusivity. As the primary drivers of these changes, educators are responsible for their implementation and maintenance, thereby demonstrating their commitment to the success of students of color with disabilities.

Change Management Model Application

As one delves into the intricacies of change management, it becomes clear that the overall focus must extend to the specific challenges faced by disabled Hispanic/Latino students, as well as other students of color, in community colleges. The need for inclusive online courses for this demographic is not just a matter of strategy but a pressing issue that demands immediate attention. Effective communication, monitoring, and evaluation strategies are not just tools but lifelines for these students, offering them a chance at a more inclusive and accessible education. The selection of Kotter’s 8-Step Change Model for this scenario is not arbitrary. It is a deliberate choice, as this model provides a clear roadmap for engaging stakeholders, managing resistance, and ensuring long-term success (Tang et al., 2019). As outlined in the goals, the approach emphasizes creating a powerful coalition, forming a magnet of urgency, envisioning change, and systematically sustaining and implementing it. Precisely, the model’s focus on urgency aligns with the immediate need to make online courses more accessible for disabled Hispanic/Latino students, and its emphasis on developing a vision for change resonates with a commitment to inclusivity and accessibility. Leadership and cultural approaches are also crucial. Transformational and authentic leadership, which inspires and motivates stakeholders through a shared vision, aligns well to foster inclusivity and accessibility. Culturally responsive leadership, which values and incorporates the cultural backgrounds and experiences of Hispanic/Latino students, further strengthens this approach.

Leadership Style and Considerations

A powerful leadership tool is authentic and genuine leadership, a method that promotes successful mental capacities and creates an environment for self-development in both leaders and followers (Luthans & Avolio, 2003, p. 243). For this leadership approach to be practical, relational transparency, self-awareness, internalized moral perspectives, and balanced processing are essential (Avolio et al., 2004). Combining these factors fosters a culture of authenticity, transparency, and integrity within the organization, thereby enhancing its trust and collaboration. A leader is usually someone who can influence, motivate, enable, or sanction others in one or more ways (Reed et al., 2019; Khun, 2022; Quintanilla & Moreira, 2016). A formative influence, among others, is evident in any leadership situation, regardless of the circumstances. Leaders inspire and guide others toward common goals, not simply holding a position of authority (Nazem & Eftehary, 2014; Khun, 2022; Quintanilla & Moreira, 2016). This process requires a profound understanding of human behavior, organizational dynamics, and the context in which leadership emerges.

For an organization to grow, it must pay attention to its leaders’ paths to lead. Work relationships need to thrive with a mix of leadership skills and morals to drive organic growth. It is clear that, even though transformational leadership is influential enough to make waves in the industry, some routes are better suited to the needs and approaches of individuals and businesses. Embracing change and exceeding expectations are essential components of transformational leadership, widely regarded as adequate. Leading effectively, however, can be accomplished in a variety of ways. Alternative situational, transformational, and servant leadership approaches can also be helpful depending on the context and individuals involved. A transformational approach has limitations, which is why other leadership theories can create healthy work environments, if not work environments, then safe learning environments. With education and work in a secure environment, people from all walks of life can succeed and become leaders. A more inclusive and adaptable method of developing leaders is possible when diverse leadership styles are incorporated to cater to diverse needs and foster a productive work environment. Job satisfaction and employee growth are positively influenced by authentic leadership, which is also linked to other organizations. This form of leadership is transferable to the education sector. Authentic leadership encourages followers’ commitment to team building, promotes social engagement reliance (Avolio et al., 2004), influences the organizational behavior of administration and students, and respects their evidence (Moriano et al., 2011). The principles of authentic leadership, such as genuine concern for others and ethical conduct, are highly relevant in educational settings, where trust and integrity are of paramount importance.

Educators can cultivate authenticity in their leadership style to support and nurture student engagement. An organization’s culture needs to be constantly updated and adapted to develop authentic leadership. Through honest and transparent relations with employees, flexibility-oriented cultures, and authentic leadership form the basis of an organization’s long-term growth strategy. A genuine leader can connect effectively with followers by empathizing, being transparent, and being genuinely committed to the community (Northouse, 2021; Azanza et al., 2013). Organizational culture shapes leadership practices and outcomes (Nazem & Eftehary, 2014). A culture that values flexibility, openness, and continuous learning supports the development and effectiveness of authentic leaders, enabling them to navigate challenges and drive positive change. When addressing inclusive digital education for students of color with disabilities, it is essential to maintain a tone of genuineness throughout their curriculum. Employees and students can be resistant to leaders.

Trust can be difficult to maintain during significant changes. The change may give employees or students a sense of uncertainty and skepticism regarding their leader’s intentions and whether it will benefit them. The vision and subsequent steps must face persuasive communication tactics for the change initiative to succeed. Aligning the change with the organization’s central values and vision and being open to feedback helps maintain credibility. Even though motivating is generally a positive experience, it works differently for everyone. The changes in consideration are relational transparency, tailored learning experiences, advocacy, accessibility, and mentorship support. Collaborative learning, such as discussion groups or peer projects, can help online students strive for excellence.

For this reason, many leaders find it toxic to overmotivate their employees. When someone feels pushed this way, they will have to work on a project they are not interested in completing. A result of this is the making of mistakes and the loss of productivity.

However, authentic leadership can strengthen relationships and trust within the organization, creating a more cohesive and supportive work environment. Authentic leaders can mitigate resistance by demonstrating transparency, actively listening to concerns, and involving employees in the change process, fostering a sense of ownership and commitment. It would be helpful to have diversity and inclusion training to promote leadership development. Stopping destructive behaviors at the leadership level is the most effective way to maintain a robust and authentic work culture. Nevertheless, determining the proper practices to handle toxic leaders requires some time, effort, and reading.

Organizational Culture Assessment

Organizational change initiatives can have a profound impact on a company’s culture. Change management must consider several critical cultural aspects to ensure smooth transitions and sustainable results. Organizational culture guides employees’ behavior by setting norms and standards, thereby helping to motivate leadership behavior, as Schein (1985) noted. Therefore, authenticity in leadership may be correlated with a culture that aligns with authenticity within the organization. Individual, team, and group routines, reporting roles, essential practices, policies, and behaviors are all included in these areas. However, managing these changes can have a positive impact on student morale and course satisfaction. Ineffective management of these situations can cause stress, decrease productivity, foster distrust, and even lead to employees or teachers leaving their employers (Cekuls, 2015). This type of authentic management struggle is similar to the challenges faced by disabled Hispanic and Latino students in community colleges, where institutional culture and policies significantly impact their academic success and overall experience. Just as employees need supportive environments during organizational changes, these students require inclusive practices and resources to thrive. Without adequate support systems, disabled Hispanic and Latino students may experience increased stress, reduced academic performance, and a higher likelihood of discontinuing their education, mirroring the adverse outcomes seen in poorly managed organizational change.

Therefore, understanding and addressing cultural aspects are crucial in corporate settings and educational institutions to foster success and inclusion for all students. An authentic leader combines positive psychological capabilities with a well-developed organizational context, resulting in leaders and their associates being more aware of themselves and regulating positive behaviors, thereby fostering personal growth (Luthans & Avolio, 2003, p. 243). Avolio et al. (2004) argue that authentic leaders exhibit optimism, hope, trust in their relationships, and a commitment to morality and ethics. Four characteristics of authentic leadership are identified and validated by Walumbwa, Avolio, Gardner, Wernsing, and Peterson (2008). In the context of community colleges, particularly for disabled Hispanic and Latino students, the principles of authentic leadership are crucial. These students often face unique challenges that require leaders who are self-aware and capable of fostering an inclusive and supportive environment. Authentic leaders in educational settings can build trust and optimism among disabled Hispanic and Latino students by being transparent and ethical, thereby creating a sense of belonging and safety. Students thrive in an environment where these leaders think about their diverse needs and implement policies and practices that address them. By embracing balanced processing, leaders can ensure that the perspectives and needs of disabled Hispanic and Latino students are considered when making decisions, leading to more equitable and effective outcomes. Thus, authentic leadership dynamics are beneficial in corporate settings and essential in educational institutions to support the success and well-being of all students.

Luthans and Avolio (2003) propose a model of authentic leadership that stresses the importance of a positive context and positive psychological capabilities. According to the authors, effective leadership development requires an understanding of the organization’s context. In their view, the organizational context includes corporate vision, strategy, and culture as prerequisites to original leadership development. Any effective change management initiative must consider these organizational cultural aspects because they influence employees’ perceptions and adaptability to change. Communicating effectively, engaging employees to share helpful information, providing resource support, and continually reinforcing changes are essential (Cekuls, 2015; Dutta & Kleiner, 2015). To manage changes to organizational culture effectively, leaders must communicate clearly and consistently; transparency about the reasons for change, the benefits, and the expected outcomes helps build trust and reduce uncertainty. Involve employees at all levels in the change process to gather insights, address concerns, and foster a sense of ownership. Training, tools, and support help teachers adapt to new roles, practices, and expectations. To ensure that new behaviors and practices sustain themselves over time, leaders must model the behaviors and attitudes they want to see in their teams by implementing reward systems that reinforce positive behaviors. Strengths and opportunities to consider are the following: a curriculum that fits all students, regardless of socioeconomic background or disability status; a leader (teacher) who is there to serve all students equally; a leader that is transparent and works toward the success of all students, a leader who is a role model to other fellow teachers and supports those who also offer online courses in a way that is positive for the entire student body, meetups and huddles that invoke inclusivity amongst staff and administration, at least monthly; training sessions or mentoring positions for those who want to better their online courses diversely, working with other teachers and mentors in a digital way that helps students process information faster; video, discussion boards, online meetings, one-on-one tutoring sessions, and more. For an organization to make decisions and behave as it does, it must hold on to fundamental beliefs.

Organizational change can be more coherent and consistent if new initiatives align with core values. Dutta and Kleiner (2015) recommend that change initiatives evaluate current practices, modify them if necessary, and align them with new objectives. Introducing new processes and behaviors into employees’ routines is easier when they know the day-to-day practices and rituals (Dutta & Kleiner, 2015). The emergence of an increasingly empowered workplace is enabled by social behaviors such as inclusion, as Northouse (2019, p. 332) explains. A lack of career structure, a capable staff, and low pay are among the problems Bush and Middlewood say are affecting American education. Empowering students helps drive positive, transformative leadership when a diverse group of educators comes together. Both servant leadership and authentic leadership influence organizational culture. 

Communication Approach

Effective communication is crucial for engaging organizational stakeholders and persuading them of the importance of the change. Initial communication should include a series of town hall meetings and workshops to explain the urgency of making online courses more accessible to Hispanic/Latino students with disabilities. These sessions will present data on current accessibility gaps and the benefits of inclusive education. Tools such as email newsletters, social media updates, and an internal project website can exist to keep stakeholders informed. These methods ensure that all community members are consistently updated on progress and can provide feedback. Regular updates will maintain momentum and reinforce the commitment to change. Resistance to change is a natural response, but it can be effectively addressed through personalized communication strategies. One-on-one meetings with key influencers within the organization are not just a formality; they are crucial in understanding and addressing their concerns, thereby mitigating resistance. These meetings will involve open and honest discussions about the proposed changes, allowing us to address any misconceptions or fears directly. Doing so can build trust and understanding, which is essential for successful change management. For groups that demonstrate reluctance, creating focus groups and workshops can provide a platform for open discussion. These sessions should emphasize the benefits of the change, using testimonials from other institutions that have successfully implemented similar changes. Highlighting positive outcomes can help to shift perspectives and build support.

Moreover, creating a feedback loop where concerns are expressed and addressed promptly ensures manageable resistance. Transparent communication about addressing concerns helps build trust and reduce opposition.

Plan Monitoring and Evaluation

Continuous monitoring of the change management plan is not just a one-time task but a critical and ongoing process that is key to its success. The role of leadership in establishing a dedicated change management team responsible for tracking progress and reporting is crucial. This team’s use of Gantt charts and progress dashboards is not just for showing; it is a practical way to visualize and communicate the implementation status. Leadership responsibilities include setting clear milestones and deadlines, ensuring accountability, and providing the necessary resources for the change team. A regular review meeting with the change management team and other stakeholders can assess progress, address any issues, and adjust the plan if necessary. In the field of education, mentoring plays a vital role. The budget allocated to education for success is often insufficient, resulting in the need for adjustments to internalize skills and for peer mentoring to thrive. According to Bush and Middlewood, effective onboarding and induction ease the transition to a new institution. In mentoring, another professional has the support to succeed. Intensive induction into the multifaceted aspects of working in an extended school had a positive influence on employees’ attitudes outside of school, according to Blake et al. (2009). According to Bush and Middlewood, in the 1980s, teachers’ performance upgrades showed accountability. However, by the end of the 1990s, teacher evaluations had become the primary means of evaluating teachers. Accountability is a key factor in addressing political, moral, or professional issues in this type of succession planning. Assessing the success of the change management plan involves both quantitative and qualitative measures.

Surveys and questionnaires will be distributed to students and faculty to gather feedback on the accessibility and effectiveness of the online courses. Focus groups and interviews with students will provide deeper insights into their experiences and any challenges they face. Authentic leadership has a positive impact on employee growth and job satisfaction (Bamford et al., 2012). In this study, Leroy et al. (2012) examined followers’ commitment to team building, the importance of social engagement at work (Avolio et al., 2010), the behavior of employees at work, and the opinions that employees felt compelled to believe based on emotional rather than factual assumptions (Moriano et al., 2011).  Culture influences authentic leadership in the same way water flows down a stream. As a result of a flexible culture and authentic leadership, companies can achieve long-term growth when honest and transparent relationships with employees form the foundation of their success. If an authentic leader displays empathy, transparency, and genuine concern for the community, they can connect with followers (Northouse, 2021; Azanza et al., 2013). Data collection mechanisms include using learning management system analytics to track student engagement and performance. These metrics will help assess whether the changes are having the desired impact on student success. According to a study on employees ‘ trust in managers, the effectiveness of authentic leadership remains mediated by ethical moderating and transparent leadership. As a result, commitments alter themselves at this level.

 Consequently, there is a fair chance for employees to have a positive interaction when there is a high transparency level” (Wong et al., June 2016, volume 118, pp. 829-848). Study subjects included the relationship between superiors and subordinates and employees’ psychological attitudes. Kehan et al. (2016) used “effective commitment, authentic leadership, trust and supervisory relationships, and trustworthiness.” Experts will communicate the results of these evaluations to all stakeholders through detailed reports and presentations. This transparency ensures that everyone is aware of the progress and can contribute to further improvements.

Plan Summation and Conclusion

Leaders must understand their strengths, weaknesses, and the impact of their actions on others. Relational Transparency is critical. Being open and honest in communication helps build trust and credibility. Communication is essential for demonstrating integrity and ethical behavior, as well as maintaining trust (Nazem & Eftehary, 2014; Khun, 2022). Understanding and addressing the concerns and emotions of followers is vital in managing resistance and creating productive engagement. Adapting to and responding to unforeseen challenges is essential for maintaining momentum and support during times of change. Authentic leadership’s reassurance and confidence in managing change is unparalleled, making it crucial for any organization. By embracing authentic leadership principles, leaders can create an environment where trust, respect, and collaboration flourish, ultimately leading to sustained organizational success and individual growth. Essentially, this plan is a set of strategies and a call to action for all. It is a testament to the commitment to inclusivity and accessibility in education. By engaging stakeholders, addressing resistance, and monitoring progress together, one can ensure the success of digital online courses for Hispanic/Latino students with disabilities. Teacher autonomy enhances transparency in education, as teachers feel most responsible for their students. Direct action to build community (Northouse, 2019) is a means by which people develop stewardship commitments and care about movements. As a result, organizations, including our audience, can navigate the complexity of change initiatives more effectively by addressing these critical cultural issues and implementing effective leadership strategies, fostering a resilient and adaptable culture that supports long-term growth and success. This long-term growth is particularly significant for disabled Hispanic and Latino students in community colleges, who face unique challenges in accessing and succeeding in online courses. When educators empower themselves with autonomy, they can tailor their teaching methods to accommodate the diverse needs of these students (Quintanilla et al., 2016; Wang, 2016). Transparency in education facilitates more open communication and a deeper understanding of the specific barriers faced by students with disabilities, ultimately leading to more effective and personalized support systems. Creating a sense of belonging and mutual support among students can enhance their educational experience and encourage higher engagement and retention rates (Youngs, 2017). This plan is not just about change but about creating a collaborative and inclusive environment where everyone’s voice is heard and valued. It addresses systemic issues of inclusivity and accessibility while catering to the specific needs of Hispanic/Latino students with disabilities in the community college context. Its adaptability is its strength, ensuring it can weather any storm of change and provide equitable opportunities for all students to succeed in their online courses.

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by on

April 6, 2024

Introduction

According to the Global Risk Report for 2022, released by the World Economic Forum, the first paragraph notes that the last 18 months have been marked by a cycle of rapid digitalization across industries. Although the climate crisis and debt crisis were the most pressing concerns in the survey, it is clear that other issues, both within and outside the office, will also exacerbate over time. Conservative school boards have become platforms for far-right agendas that undermine the interests of public education, students, parents, and administrators (Henrikson, 2023; Lambert, 2022). While expected to remain nonpartisan, school boards are alarmingly ideologically driven (Henrikson, 2023; Anderson, 2024). There needs to be more direction and accountability regarding values and ethics, highlighting the importance of compliance, as it enables informed decisions. The public’s voice matters the most for the Asian American Pacific Islander (AAPI) nonprofit Make Us Visible California.

“It [ethical leadership in education issues] proves how diverse California’s socio-political geography is, which MUV CA must contend against. A longer-term strategy for MUV CA will involve getting parents, teachers, and students involved in school boards.” Charles Joesph Sato Montesa, the director of MUV CA, stated. “We are trying to understand what we are dealing with here” (Montesa, March 4, 2024).

Far-right figures have utilized school boards as a vehicle for directing public education, affecting students, parents, and administrators in ways that are detrimental to all parties involved (Henrikson, 2023; Lambert, 2022). An ethical leader must adhere to the principles recognized by the majority as “sound foundations for the common good” (Kim et al., 2022). In Southern California, especially, far-right vitriol has also trickled down into school boards across the state. 

Across the state, school districts operate independently, allowing for different curricula to be taught (Montesa, March 4, 2024). According to Kok et al., aspects of the social responsibility framework require organizations to assess their social responsibility and public interest within their confines (Kok et al., 2001). “Working conditions, diversity and inclusion, organizational structure, management style, communication, transparency, education, and ethics awareness are all vital components of that framework” (Kok et al., 2001). However, these changes must be initiated locally by grassroots organizing. Grassroots organizations are the only way parents and advocates can help educators teach their children by influencing school boards.  Accountability must occur for the organizations that allow such hatred to creep into school boards and for the practices of book banning, forced outings of LGBTQ+ students, resistance strategies against trans rights in schools, and the elite manipulating school boards for their organizations to keep the working class under their control. To reduce the influence of right-wing ideology, we must resist the resistance that often goes unaddressed. 

Summary of Ethical Issues

There have been few cases of overrun school boards dealing with government agencies (Henrikson, 2023; Anderson, 2024), despite the requirement that government agencies be nonpartisan. To follow these values and ethics, discussing compliance is essential. Values and ethics depend on one another; without them, there is no ethics or compliance. 

According to photojournalist Kelly Stuart, it is damaging to show people how none of the school board’s current leadership is from “organic mamas; it is elites and people with tons of money trying to destroy the public school system” (Stuart, April 3, 2024). 

Multiple school districts face the same far-right agitators traveling to meetings and exerting their influence on malleable parents to convey their organization’s message in all forms. Some of the top influences include Erik Prince, Betsy DeVos, Ginny Thomas, and Justice Clarence Thomas (Stuart, April 3, 2024). When forced outing policies came to light in a couple of Southern California School Districts, the Rainbow Youth Coalition and lgbtq crisis Hotline saw a 600% rise in phone calls regarding feeling suicidal.

  Stuart calls the issues she reports on school boards a “war of chaos” (Stuart, April 3, 2024).  She never planned to have so much involvement as a photographer (Stuart, April 3, 2024). However, there is no agreement to disagree with these types of agitators, which started to emerge during the anti-vax movement of the COVID-19 pandemic (Stuart, April 3, 2024). They will not speak to the media unless they deem the reporter on their side (Stuart, April 3, 2024). “And if you are not, you are risking your life to report on them. It is scary. Some of these elite people can kill [you] and make [you] disappear,” she said (Stuart, April 3, 2024). 

Elements such as wealthy and influential people pulling the strings are why a change in ethics can no longer come from the top; change must start from the bottom (locally) and work its way up from there. According to Stuart, suicides did happen once these outing policies came into effect. Parents had to leave the districts where they lived, and some kids became homeless (Stuart, April 3, 2024). She mentioned that those policies have a tangible impact, although it is hard to put a face to the conflict since they are confidential crisis hotlines. It often takes parents from different school districts to compare notes and consistently attend these meetings to identify the agitators creating so much chaos within their districts for their children. While Governor Gavin Newsom has made an effort to require media literacy in the classroom (Carillo, 2023; Dirks, 2024), these policies are not being effectively implemented in the California Bible Belt. It is up to public education advocates and parents to do the job.

“The most important thing to do is to track the pattern and then show up [to the local council and school board meetings], and you know, be willing to follow them to the other places they are going. Call them out and tell them that they are not organic. Tell them they are continuing the AstroTurf grouping,” said Stuart (Stuart, April 3, 2024).

Australia has a formal system to promote compliance with its values statement and code of conduct (Kernaghan, 2003). The Public Service Act requires reporting to parliament on APS values and code compliance (Kernaghan, 2003). Agencies must have procedures in place to determine code breaches and impose sanctions, such as employment termination, salary reduction, and reassignment of duties (Kernaghan, 2003). 

These sanctions are not practiced when operating with school boards (Shah et al., 2022). Despite its underutilization, termination of employment is used chiefly as a nonpartisan measure to address values applicable only to those in significant leadership positions in the educational system (Shah et al., 2032). There needs to be a leadership overhaul that integrates core values into public service values (Mahoney et al., 2022). In Southern California, right-wing activism is having a significant impact on school boards with instances of censorship, book banning, racism, and violence against educators and activists. Stuart is one of many who emphasize the urgent need for scientific publication and long-term documentation of these developments, highlighting the role of organizations like the Council for National Policy and Turning Point USA in negatively impacting education (Stuart, April 3, 2024). It is important to discuss strategies with other parents for countering an AstroTurf group’s efforts to undermine the transgender community, including tracking patterns connecting with different communities and exposing their true intentions. They emphasize the importance of small group organizing and coordinating efforts with other school districts to share information and create a united front. 

Montesa believes it is essential (2024) to adopt a framework adaptable to all independent school boards. He said that meeting people where they already are is the best way to start addressing issues, especially those related to public education disparities (Montesa, March 4, 2024). Montesa finds that progress is held by “dynamics that happen amongst all marginalized communities, especially communities of color” (2024). “Where we can start to acknowledge our shared values is what brings communities together” (Montesa, March 4, 2024). 

“When we discuss visiting visibility, we want to close gaps. The issue is humanitarian, and we talk about stopping hate at the end of the day,” Montesa said. The key is to build bridges and understanding. We are on our way to doing that. In addition, marginalized groups often do not get their voices heard in schools” (Montesa, March 4, 2022).

Dimensions of Media Literacy in Ethics

Disseminating information to the public is at the heart of educational values. Believing in upholding the highest standards of public service is essential; it is the backbone of any honest and trustworthy society. Without it, no media literacy is available to students and their parents. This leads to a downtick in knowledge regarding many subjects prominent in post-high school years, especially on social media. One must reinforce the values that define us and strive to create an environment where everyone feels safe, respected, and valued (Wang et al., 2017). Informing public servants of their responsibilities and expectations, and fostering greater bipartisan support for shared objectives, can help them achieve their goals more meaningfully. One must prioritize avoiding partisan conflict, as it can overshadow more significant issues at hand (Kernaghan, 2003, p. 717). It is essential to engage in constructive dialogues that are respectful and focused on finding common ground rather than resorting to divisive and polarizing rhetoric. This approach can lead to more productive and meaningful discussions, helping us arrive at mutually beneficial solutions. (Kernaghan, 2003, p. 717). 

Regarding corporate social responsibility and environmental management, Alexander Dahlsrud considers multiple dimensions, such as the ecological dimension, the socio-economic stakeholder, and the voluntary dimension. The most important topics are social, economic, and voluntary. It is also important to note that, according to Khoury et al. (1999), corporate social responsibility refers to the corporation’s overall relationship with its stakeholders. These relationships include “employees, competitors, customers, owners, government suppliers, investors, and communities.” Social responsibility involves investment, community outreach, employee creation, employment relations, financial performance, and environmental stewardship (Khoury et al., 1999).  

Unfortunately, school board operations often disregard codes of conduct that impact media literacy education (Shah et al., 2023). In the education system, termination is typically a last resort, bypassing partisanship and focusing solely on values relevant to leadership roles (Shah et al., 2023). There is a need for a leadership paradigm shift that prioritizes core values aligned with public service principles (Mahoney et al., 2022).

Ways to Combat Right-Wing Extremism in Education

Moreover, there is a pressing need for comprehensive ethics training programs tailored specifically for school board members. These programs demonstrate the importance of making ethically informed decisions, resolving conflicts, and upholding the values of inclusivity and diversity within educational institutions. By equipping board members with the necessary skills and knowledge, they can navigate complex issues with integrity and fairness. Regarding the improvement of public education, Montesa finds that it takes more than one answer to find a valuable solution (March 4, 2024). 

“A lot has to do with attracting more diverse and qualified individuals to the school. It has to start from within our communities and begin with education” (Montesa, March 4, 2024).

Taking proactive steps to enact positive change within conservative school boards is necessary to address their ethical challenges. Firstly, enhanced oversight mechanisms should ensure that school board members uphold impartiality and prioritize the interests of all stakeholders. Protecting these interests could involve establishing independent review committees composed of diverse community representatives to monitor board decisions and hold members accountable for any deviations from ethical standards. 

It is crucial to select definitions that retain the social aspect and voluntariness. According to Van Marrewijk (2003), for a CSR strategy to be successful, the contacts should be tailored to each business. As a result, when discussing education, all dimensions must be addressed to ensure effective engagement with stakeholders, and the definition must apply to a variety of contexts, specifically within the realm of education. The education system is not a corporation, but as big as one. Therefore, it is vital to use harmony with the definitions and analyze them to find a definition that fits precisely for education and its social construct. 

Stakeholders and Corporate Social Responsibility Connection

Therefore, the social, environmental, and economic impacts are the biggest concern for stakeholders, especially considering that education is a government institution. The optimal approach to corporate social responsibility involves proactively identifying and addressing social issues before they escalate and taking responsibility for any actions that impact individuals, communities, or the environment. The Commission of European Communities outlined a comprehensive definition in 2001, describing it as a “voluntary integration of social and environmental concerns into a company’s operations and stakeholder interactions.” This multifaceted approach encompasses a range of relevant subtopics. According to the Business for Social Responsibility in 2000, corporate social responsibility involves “ethical values, compliance with legal requirements, and respect for people, communities, and the environment, contributing to sustainable business success” (IBLF, 2003; The Business of Social Responsibility, 2000). 

Responsibility and Values Regarding Ethics in Education

Kernaghan (2003) emphasized the importance of leadership in integrating the correct values into public service. Senior public servants should inspire a shared vision and lead by example. In contrast, leadership based on values and ethics is essential at senior levels (Kernaghan, 2003). Values should be encouraged at all levels of an organization with dispersed leadership roles to integrate public service and core values (Kernaghan, 2003). Learning points such as values, ethics, and principles, clarifying and clearing the clutter, building a firm foundation, and shining core values remain a part of the discussion (Kernaghan, 2003). Furthermore, how does one get compliance amongst those involved? 

Conclusion

In conclusion, parents and organizations are unethical in creating and targeting school boards to influence LGBTQ+ issues through organizations such as the Council for National Policy. These right-wing groups have expanded their efforts to manipulate school board meetings and controversies; however, parents resist these movements. Then, those groups, the right-wing groups, also resist the positive movements against them. Currently, parents in California who are resisting the anti-trans movement are sharing strategies for countering intimidation and misinformation. Some notable school districts include Glendale, Chino, Fontana, Murrieta, and Temecula (Castle, 2023; Carillo, 2023). Christy Hurst, a Los Angeles-based school administrator in Southern California, notes a 600% increase in calls to a crisis hotline for LGBTQ+ youth due to recent policies (Hurst, April 3, 2024). There is also an anonymous woman who maps connections between far-right groups and individuals who face daily death threats. Stuart, a photojournalist and mother in Los Angeles, consistently faces backlash and threats for reporting on anti-LGBTQ+ rhetoric (Stuart, April 3, 2024). Activists in Temecula, including Jen Reeves, have been facing severe harassment and vandalism due to their advocacy for LGBTQ+ rights (Reeves, April 3, 2024). Both Montesa and Stuart (2024) mentioned the importance that digital platforming and social media have in outing the ethical fallout created by the lack of media literacy in public education, which is causing a rise in violence against marginalized groups and those who speak for them (Montesa, March 4, 2024; Stuart, April 3, 2024).

“How else will you reach and grow an aggressive movement, if not word of mouth and social media? It is the new word of mouth, right? It is like how this is where people are, and I have seen so many people, but this is how you raise engagement across younger generations,” said Montesa (Montesa, March 4, 2024).

Therefore, corporate social responsibility can aid social-emotional learning by fostering empathy and caring for others, a teaching tool that can be incorporated into various curricula and local education policies. It is essential to consider this as education programs play a crucial role in the movement towards involving and evolving children. Promoting accountability and transparency within school boards requires greater community engagement and dialogue. Forums and town hall meetings serve as regular feedback mechanisms, enabling community members to voice their concerns, provide input on key decisions, and hold board members accountable for their actions. 

“Too few people are making the decisions, and often, these people should not be making these decisions. We focus so much on pedigree and an [broken] education system that naturally gravitates to our primary schools. That is not right.” Montesa said (March 4, 2024). “I want to see a school system that the students, teachers, and parents lead” (Montesa, March 4, 2024).

Furthermore, revisiting the process of selecting school board candidates could also lead to positive outcomes. Utilizing social media is necessary to further community engagement among Generation Z and older generations due to literacy differences (Hassoun et al., 2023; Hyman, 2021).

“Social media is compelling. [I] took a photo of this Glendale school board candidate named Jordan Henry, who was at a huge rally and standing next to a bunch of Proud Boys (white nationalists). That photo tanks him. It showed him with, like, [fascist] people in masks…it made him look bad,” said Stuart. “And that photo was everywhere; everybody took it and put it everywhere…he lost the race badly. So, the most important thing for parents to do for people who are resisting or allies is to watch the patterns or the pattern” (Stuart, April 3, 2024).

Implementing transparent and merit-based selection criteria and robust vetting procedures can help ensure that individuals with a genuine commitment to public education and ethical leadership are elected to serve on the board, as administration leaders, and as educators (Thompson, 2016; Wang et al., 2017). Overall, the emotional and social behavioral impacts of conservative school boards can create barriers to students’ holistic development, perpetuate inequalities, foster less inclusive environments, and provide fewer examples of media and health literacy, while also being supportive of diverse identities and experiences (Papp-Zipernovszky et al., 2021). Addressing the impacts of far-right board members requires promoting equity, empathy, and respect for all members of the school community (Anderson, 2024; Henrikson, 2023).

References

Anderson, J. (2024, February 29). The movement is making changes in public schools. Harvard Graduate School of Education. https://www.gse.harvard.edu/ideas/edcast/24/02/movements-making-change-public-schools 

Carrillo, S. (2023, November 24). California joins a growing movement to teach media literacy in schools. NPR. https://www.npr.org/2023/11/24/1215152769/california-joins-a-growing-movement-to-teach-media-literacy-in-schoolsLinks to an external site.

Castle, C. (2023, December 3). A community recall effort targets the Temecula School Board. LA Public Press. https://lapublicpress.org/2023/12/temecula-school-board-racist-recall/

Commission of the European Communities. 2001. Promoting a European Framework for Corporate Social Responsibilities, COM(2001) 366 final, Brussels.

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CSRwire. (2003). About CSRwire. http://www.csrwire.com/page.cgi/about.html [23 May 2003].

Dahlsrud  A. (2005).  A comparative study of CSR strategies in the oil and gas industry. Paper  presented  at  Navigating  Globalization: Stability, Fluidity, and Friction, Trondheim, Norway, 2005

Dirks, S. (2024, January 1). What changed after a California School District banned teaching critical race theory? NPR. 

Global  Corporate  Social  Responsibility  Policies  Project.  2003.  A  Role for the  Government  –  Issues at  Hand,  Kenan-Flagler  Business   School of the   University of   North   Carolina,   Chapel   Hill.   http://www.csrpolicies.org/CSRRoleGov/CSR_Issue/csr_issue.html [20 May 2003]

Hassoun, A., Beacock, I., Consolvo, S., Goldberg, B., Kelly, P. G., & Russel, D. M. (2023). Practicing information sensibility: How Gen Z engages with online information. https://dl.acm.org/doi/fullHtml/10.1145/3544548.3581328

Robin Henrikson (2023). Preparing School Boards for Sustainable Leadership: How Does Your State’s Policy Equip School Board Members?, Leadership and Policy in Schools, DOI: 10.1080/15700763.2023.2265449

Hyman, A. (2021). Examining Media Dependency and Parasocial Relationship on Protective Action Behaviors During COVID-19. https://core.ac.uk/download/480411524.pdf

Hurst, C. (2024, April 3). A talk about the Rainbow Youth Coalition with a School Administrator: An Interview with Christy Hurst.

International Business Leaders Forum (IBLF). 2003. IBLF Members. http://www.iblf.org/csr/csrwebassist.nsf/content/g1.html%5B23 May 2003]

Kernaghan, K. (2003). Integrating values into public service: The values statement as the centerpiece. Public Administration Review, 63(6), 711–719. https://doi.org/10.1111/1540-6210.00334

Kim, C., Lee, C., & Lee, G. (2023). Impact of Superiors’ Ethical Leadership on Subordinates’ Unethical Pro-Organizational Behavior: Mediating Effects of Followership. Behavioral sciences (Basel, Switzerland), 13(6), 454. https://doi.org/10.3390/bs13060454

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Lambert, D. (2022, October 18). Conservatives are waging a war for control over California school boards. EdSource. https://edsource.org/2022/conservatives-are-waging-a-war-for-control-over-california-school-boards/679713 

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Mahoney, J., Rice, P., Tan, K., & Roegman, R. (2022). Politics, polarization, and politicization of social-emotional learning and school boards. AASA Journal of Scholarship and Practice, 19(2), 41–53. https://doi.org/10.3102/2011170 

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Photos Courtesy of Mana.Alaksa on Instagram, 2023.

Transformational leadership characterizes itself through ethical behavior that empowers diverse communities nationwide. It is something one would expect to innovate over time, especially within the cultural diaspora. Applying authentic leadership and a transformative nature encompasses nonprofit organizations that do not seek financial gain to achieve their goals, complete their projects, and deal with other situations. Integrating ethical leadership, morality, and authenticity can help communities grow (Bauch, 2006). When using the concept for the goals set forth, complexities become understanding to others. According to Northouse’s book on Leadership Theories (2022), “[conceptualizing] is the capacity that gives leaders the power to analyze a multitude of problems and solve them without any creative sacrifices in the process” (p. 261). Shayne Nuesca, M.S., is the subject of the following paper. A recent Syracuse University alumni, Shayne Nuesca, is a Content Strategist and one creator of the “Mana.Alaska” and “SPRHDRS” media collectives. Nuesca’s projects, such as “Mana, The History We Inherit,” are the first collection from the collective, bringing together past and present experiences of those with Filipino culture, particularly in Alaska. While Filipinos have settled in Alaska for some time, many of their stories are untold. As a natural storyteller, Nuesca found like-minded individuals to work as a team to tell stories through various mixed methods of oral stories, art, and photojournalism. This project started from the ground up in the past year and found success through communication and cultural community building. The goal was to target the Filipino diaspora in the Alaskan community and manage to reach other urban centers across the nation. It is excellent to learn from someone such as this regarding educational outreach in multiple literacy forms. Some characteristics of a leader, like Nuesca, are someone who passes down knowledge to others (Wang, 2016), including a “commitment to shared goals and being a visionary that takes the program to new heights; emotional intelligence, such as empathy and expert authority in teaching, also play a role in closing theoretical gaps in organizational practice” (Wang, 2016, p. 82). Like research skills, digital skills play one of the most vital roles in connecting to diverse audiences online in a meaningful capacity. This paper explores the topics of authenticity, ethics, and the connection to organizational culture in education. Nuesca’s framework, according to Northouse (2022), aligns with authentic leadership, involving servant, pragmatic, and theoretical approaches.

Leadership and Strategic Challenges of the Interview Situation

Much of it was on the groundwork when supplemented with digital platforms. It is clear from considering both Burns’s perspective on leadership roles and higher education perspective that ethical leadership embeds itself in the morality of a leader that impacts a follower; therefore, more work is necessary in terms of creating a leadership theory that passes down critical thinking to other incoming leaders (Northouse, 2022, p. 430; Bacon & Byfield, 2018; Burns, 1978). Due to systemic discrimination, hyper-urban and rural areas remain disconnected from other geographic locations (Carbajal, 2018). Authors found that many technological issues relate to the ability to access stable data for extended periods (Greene & Murphy, 2021). Therefore, innovators like Nuesca continue to innovate ways to bypass obstacles in front of her vision for creating a cultural community beyond borders. According to Northouse (2022), transformative and adaptive leadership align directly with diversity, equity, and inclusion, necessities within most structural systems. Although DEI is still a rapidly developing subject, it is necessary to create profound changes in a highly patriarchal and transactional culture that lacks the soft skills, compassion, and empathy to lead others through meaningful teamwork building.

“I think I got to a point where to be completely candid, I just got tired of working for people. In a way, it came to a point where it was like, what type of legacy does one want to leave behind?” Nuesca said in a virtual Zoom interview (2023). As someone whose resume includes the Alaskan state government and, most recently, an NPR news affiliate, she says that what primarily drives her is the ability to leave something behind in a “meaningful way, in a valuable way for my community” (S. Nuesca, Nov. 10, 2023). Open discourse in a particular field can make a huge difference, especially in communication. Communication is rooted in community; empathy and compassion for humanity go hand in hand with a humble, authentic leadership style. It is clear that organizational culture sets standards for behavior in employees that determine their leadership behavior; thus, a relationship between “authenticity, morality, and organizational cultures aligns accordingly” (Schein, 1985). Northouse found that authentic leadership differentiates into broader aspects of observation. One is called a pragmatic approach; the other is called a theoretic approach (2022). Nuesca kept both approaches in mind as she maneuvered a new field while using her journalism and leadership skills to create a collective free of toxic positivity.  

Assessment of Organizational and Strategic Dynamics of the Situation

Because of the fast-paced changes in almost every industry, many leaders and business owners had to pivot to continue making a positive community impact, regardless of ways of communication. What other leadership factors may be necessary to consider now for effective management? Like all the other news organizations she worked with over the past few years, that is like understanding user habits about Alaska newsreaders. There is a level of disinformation that we have to sift through. When misinformation or disinformation pops up, it spreads rapidly, and one must correct it quickly. However, it takes a lot of research, outreach, and understanding of user behaviors to be an exceptional leader. Empirical studies have shown that when educators matched servant leadership with followers who desired it, this type of leadership positively impacted performance and organizational citizenship behavior (Otero-Neira et al., 2016; Ozyilmaz & Cicek, 2015). An essential leadership and followership challenge to address is equity in accessibility. Digital literacy in leadership is far more prominent as a challenging skill rather than a soft skill. This essay aims to present a concise overview of the significant aspects of the interview on leadership conducted and to rely on critical thinking to verify the data against other research. Moral, relational transparency is all about openness to sharing one’s authentic self, actual thoughts and feelings, and internalized moral perspective (Northouse, 2022; Azanza et al., 2013). Furthermore, according to (Northouse, 2022), letting go of characteristics such as egoism, utilitarianism, and more is essential. It is imperative not to have a selfish mindset when taking on roles that pass down skills one has learned to others (Northouse, 2022, p. 427).

Specific Leadership-Focused Recommendations and Approaches

Consider the scenario below from a step-by-step management approach, such as a strategic “long-term” permanent solution versus a “resolution of immediacy.” Both servant and authentic leadership drive the influence of organizational culture. The relationship between flexible cultures and authenticity, honesty, and transparency relates to employees at an internal level that should be stimulating (Azanza, G., 2013). With the rise of new companies and their subsequent growth, it is evident that management will always be needed. Those who maintain a business find themselves in higher education first. Therefore, one should always want the right people in management, as the best leaders have the most productive followers who also turn into influential leaders. It cannot just be anybody, especially when passing lifelong knowledge to new generations. Strong managers possess significant critical thinking skills, and one of the best leadership theories to derive from is servant, authentic, and ethical leadership. Mumford’s (2000) competency criteria for a leader include skills essential for a positive workplace to sustain itself successfully.  There is more than one list of what translates to being a strong, competent leader (Mumford et al., 2000). That is why Nuesca (2023) focuses on audience engagement and community leadership as one concept. Conceptualizing in management refers to the servant leader’s thorough understanding of the organization’s purposes, complexities, and mission. “This capacity allows servant leaders to think through multifaceted problems, know if something is wrong, and address problems creatively per the organization’s overall goals” (Northouse, 2022, p. 261). Nuesca (2023) cites consistent, organic growth with remote communities in Alaska, which can have validity for other states needing digital and media literacy. Nuesca (2023) knows there is a way that you can communicate with people so that they do not feel shut down or isolated in those situations. 

“And I think the nice thing about Mana and SPRHDRS is that they are like a collective because they are a group of us. Thus, being more open to people’s ideas provides the space for that because it is a group working toward one thing. Thus, it was in a better space to kind of foster that.” Furthermore, it was unlike any time she spent as a follower in an organization. Nuesca’s success in community engagement and outreach is detailed, showcasing the strategic use of digital platforms and organic campaigns to expand the collective’s reach. Trust, interdependence, genuineness, empathy, risk, and success in leadership behavior are emphasized.

“Team-wise, it [Mana] started with three, and then we expanded to about 15. Furthermore, that is, on the content and events side of things. We had zero stories this time last year. Then we expanded that to about 30. Then, 17 made it to the museum. We had no expectations for our launch event. We thought that it would just be like us and maybe 50 people. We had 50 chairs, right? We have 50 chairs in that atrium, and 1500 people came,” Nuesca cited her first museum curation with the state as a success of servitude in leadership (2023). “So I think we could only get a sense of our reach, just like a small sense of our reach on digital. We had worked on some digital, like organic campaigns on Instagram, and Facebook and all of that” (S. Nuesca, 2023). Behavior associated with trust, interdependence, genuineness, empathy, risk, and success will lead to more beneficial and productive results. Being an effective leader requires knowing how to get things done. The collective gained unanimous support from the Filipino American National Historical Society, Alaska Chapter.

Executive Summation of Key Leadership and Related Factors

While their following on Instagram is modest, it is clear that only some things are about one’s number of followers. It takes a strong team with a strategic leader who knows what obstacles are ahead and how to solve them. For significant societal displacement impacting many communities, building a community is essential. “I think we only had 300 followers on Instagram before that weekend. And then our Facebook is laughable. The beginning was laughable. There were about 50 people who were interested in our content, but it ended up being that the word got out through the community. Also, folks are sharing our stuff without asking, so we did not account for that,” says Nuesca. Northouse (2022) allows followers to identify with something greater than they value. Followers became effective at accomplishing their jobs and fulfilling their job descriptions. “And I was adamant that we ended up on there, no matter where we were in the paper. That is another example of seeing things through and contributing to the common goal. And that was to get as many people as possible at the museum, whether 50 or 100 or 1500,” Nuesca said. “So I think supplementally, the digital stuff was just that, supplemental to our outreach. However, we used it to inform our decisions, like how we would approach folks, where we would post up, and what events we would do to promote the exhibit. So it was not like, yeah, it was not all for naught,” says Nuesca. “I had put out a press release. Two people replied, but another email went to the managing editor, and they finally listened. We sent this press release two weeks ago, but here is why the public would miss out if this does not get news coverage” (S. Nuesca, Nov. 10, 2023).

Conclusion

Servant leadership also affects the way organizational teams function. Furthermore, digital and online literacy are essential for leaders of the 21st century. Different leadership theories, such as servant leadership, require an ethical response, authenticity, transparency, and an open mind adaptable to daily challenges (Northouse, 2022). Nuesca cites word of mouth through the Filipino community and persistence that landed her collective a front page in the state newspaper. “I tend to be like a driver regarding leadership style. One needs to see things through. We [the collective] wanted it to be in the Anchorage Daily News because that is the paper of record for the state,” Nuesca said. Besides serving, Greenleaf (1970) states that a servant leader also has a social responsibility to care for the marginalized. According to Northouse (2022), transformative and adaptive leadership align directly with diversity, equity, and inclusion, which is necessary within the educational system. “We do not see ourselves as having one person in charge or one leader. So, it is a collective, which speaks to just cultural values like Filipino cultural values, as everything has to be done with a collective approach to the community goals. So that has driven us [Mana] the most,” Nuesca said. “Somebody flew up from California just to see this exhibit in the hallway in some museum in Anchorage, Alaska. This fact is a testament to just our team.” In becoming a servant leader, a leader uses less institutional power and control while shifting authority to those following the leadership (Graham, 1991).

In Mana, The History We Inherit, members of the collective share their past and current experiences with Filipino culture, particularly in Alaska. Despite Filipinos’ long presence in Alaska, many of their stories are untold. Nuesca brought together like-minded individuals to tell stories through oral stories, art, and photojournalism. Communication and community building started from scratch last year and were crucial to this project’s success. Despite their modest number of followers on Instagram, it is clear that only some things are about numbers. Inheriting stories in real-time to bring permanence to them through various art mediums is vital for Filipino communities as their elders are highly regarded for their learned knowledge over generations. In summary, servant leadership and community building interconnect in the context of cultural growth. By prioritizing service, empathy, and the development of individuals, servant leaders contribute to creating a connected web of a positive and inclusive community within an organization, fostering cultural growth and sustainability.

References

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