Tag: community college

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

May 10, 2024

ABSTRACT

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

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

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

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

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

Introduction

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

Literature Review

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

Theoretical Framework and Methodology

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

Conclusion

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

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

References

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

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

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

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

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

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

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

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

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

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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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