Fri, Oct 10, 2025
[Archive]
Volume 6, Issue 3 (SEPTEMBER ISSUE 2025)
johepal 2025, 6(3): 25-57 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Gasman M, Ekpe L, Castro Samayoa A, Ginsberg A. (2025). Experience and Authenticity: Shaping the Future of Minority Serving Institution Presidents. johepal. 6(3), 25-57. doi:10.61882/johepal.6.3.25
URL: http://johepal.com/article-1-1427-en.html
URL: http://johepal.com/article-1-1427-en.html
Abstract: (16 Views)
In this study, we explored the role of mentoring in preparing aspiring leaders of color for the presidency of Minority Serving Institutions (MSIs). We drew from semi-structured interviews with aspiring leaders to examine how relationships with current or recently retired MSI presidents shaped their leadership development. We used a servant leadership framework and found that mentees gained access to candid insights, professional networks, and an inside view of presidential responsibilities. Mentors’ transparency, authenticity, and availability fostered trust and confidence, while race and gender continuity provided affirmation and a sense of belonging. Participants highlighted the value of strategic advice, encouragement, and genuine care. However, some relationships were hindered by limited accessibility and unclear expectations. Overall, this research contributes to ongoing conversations about diversifying higher education pipelines and ensuring that colleges and universities that serve large numbers of students of color are guided by leaders who are well prepared, supported, and equipped to steward their missions.
Keywords: Minority Serving Institutions, College Presidency, Higher Education Leadership, Mentoring, Servant Leadership, Leadership Development, Presidential Pipeline
Type of Study: Research |
Subject:
Special
Received: 2025/03/30 | Accepted: 2025/09/19 | Published: 2025/09/30
Received: 2025/03/30 | Accepted: 2025/09/19 | Published: 2025/09/30
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
