Reflexive Journal: Chen and Yang (2021)

Through the lens of American higher education, the authors approach the topic of culturally responsive leadership from a perspective outside my own. As such, I find it enlightening to read that K-12 schools have made significant strides in this area, in contrast to leadership in higher education. Simultaneously I find it disheartening that post-secondary leaders, in large part, haven’t prioritized cultural responsivity. Thinking about why this is has me questioning the trickle-down effect (or up in this scenario) of culturally responsive leadership practices. The assumption that grassroots education reform movements begin with K-12 educators and trickle up to higher education has me optimistic about the future of higher education. This is, however, an assumption based on nothing more than personal experience in the field.

While the authors’ focus remains within higher education, the highlighted data supporting the need for culturally responsive leadership is universally applicable across the full educational spectrum. Perhaps a viable solution, albeit long-term, to address the lack of cultural responsivity within institutional leaders of higher education is to instill the values and practices of cultural responsivity within our youth. By developing the culturally responsive mindset of the younger generation, would we not also be developing tomorrow’s culturally responsive leaders? This is where internationally-minded curricula can be leveraged within our K-12 national and international schools.