Integrating Social Justice Values in Educational Leadership: A Study of African American and Black University Presidents

This qualitative study investigated the experiences that led to African American and Black university presidents’ social justice values and how they acted on them in the leadership of their universities. It contributes to the dialog on leadership preparation and how 21st century educational leaders can be effective in the social justice-oriented efforts expected of today’s moral leaders. It offers lessons learned from senior leaders and helps identify how social justice-oriented leaders can sustain their efforts in light of resistance and expectations held of them to be activist leaders.Six African American and Black presidents from four-year, predominantly White higher education institutions nationwide participated in the study. A document review identified presidents who had a history of social justice efforts. They participated through a questionnaire and in-depth interview. Thirteen faculty, staff and student leaders were also interviewed. Participants’ data was triangulated and analyzed for thematic content. The findings show that the presidents’ social justice values were influenced by their family, cultural wealth and experiences with injustice. Their social justice values were deeply embedded in their leadership practice. All presidents’ values had a moral base to improve society and/or do the right thing. Their leadership principles were found to align to the principles of Moral Leadership. The findings support the paradigm shift from managerial authority to moral authority and the infusion of social justice into all aspects of leadership practice. The findings show how higher education leaders respond to current student movements, contribute to student leadership development and work toward transformation of their institution. The study provides leadership counterstories and opens up new directions of inquiry about the strength-based approaches of diverse leaders. The findings contribute to the dialog on leadership transition and how 21st century educational leaders can practice and sustain themselves as moral leaders