Vogel, Linda

Committee Member

Datteri-Saboski, Erin

Committee Member

Sandoval-Lucero, Elena

Committee Member

Correa-Torres, Silvia


College of Education and Behavioral Sciences; Leadership, Policy and Development: Higher Education and P–12 Education, Higher Education and Student Affairs Leadership


University of Northern Colorado

Type of Resources


Place of Publication

Greeley, (Colo.)


University of Northern Colorado

Date Created



185 pages

Digital Origin

Born digital


This critical constructivist study was grounded in the belief that there is an urgent need to address attainment gaps between White students and students of color at community colleges, that equity-minded leadership is needed to address these gaps, and that the call for transformative leadership must be answered not solely by leaders with minoritized identities alone but also by leaders with privileged social identities who comprise the majority of community college presidents. The intent of this study was to examine the ways in which White male community college presidents come to understand their privilege and navigate their roles as leaders in institutions whose missions involve positive social change for greater equity and justice. This study’s research questions were: Q1 How have White, male community college presidents developed consciousness of their Whiteness and maleness and the privilege that accompanies this White male identity? Q2 How has race consciousness informed White, male community college presidents’ leadership? Q3 Which elements of transformative leadership are present in the ways White, male community college presidents lead change at their institution resulting in improved outcomes and closing of equity gaps? Through narrative inquiry, this study shared participants’ stories of coming into consciousness of their privileged identities as White men. Through the three research stages of reflective journaling, semi structured interview, and focus group interview, participants shared nuanced experiences of identity development based in comparisons with others’ marginalization in relationship to their own, as well as exploration of their own privileged and marginalized identities. It is through these lifelong reflections on their own identities in relationship to others that this study’s four participants developed both a deeper understanding of difference, power, and privilege in society and in higher education, as well as a desire to serve as community college presidents and devote their leadership abilities toward improved student outcomes and equitable social change.

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