With the dawn of research into leader-behaviors, scholars differentiated between being task-oriented, which is important, and also being people-oriented. People matter. And we tend to guard against leader attitudes that treat persons as objects, as passive or inert, as instruments, as so much clay to be shaped and molded. Hannah Arendt (1958) rejected the idea that leadership is like work, in which a craftsman picks up the raw materials and the requisite tools in order to create a product according to an image in his head. No, she said, leadership is social action in which we all participate, each with his or her unique and creative spontaneity, collaborating in an erratic cascade toward the future. Leadership is something people do together. And to achieve that vision, we must acknowledge each other as persons and not as figures in a ledger or pieces on a chessboard. This volume is intended as a call to be curious about what we take for granted as individuals, educators, and leaders. In essence to ask ourselves the more difficult questions about who we are as we recognize our need for others within a community? What does it mean to be a person and to recognize another's personhood? Nathan Harter (2021) draws us into a space to dialogue with ourselves about the notion of personhood as leaders. "So, what does it mean to be a person? And what does it mean to treat someone as a person? What does anyone owe another person?" (p. 4). In what way then do leaders contend with such questions as they are becoming; becoming better leaders, becoming better individuals, becoming their sacred selves. A person-centered ethic would be universal in scope, yet adapted to local conditions that many leaders must deal with on a daily basis. Nearly every religion already addresses both what it means to become a person and what one owes a person ethically, regardless of race, ethnicity, nationality, or other affiliation. Regardless if organizations deal directly with the notion of personhood, leaders deal with the workplace challenges of which the human bring him or her entire self to the unit. Hence, a comprehensive and integrate context forces us to revisit our assumptions about who exactly is a person and what they might deserve. This volume would bring those voices into conversation. In addition, we intend to complicate the question by extending similar questions into emerging areas of increasing relevance in a technological age that crosses geographic boundaries, such as online presences, corporate entities, and the prospects of Artificial Intelligence. If anything, an expanded interdisciplinary and global context makes this volume relevant and timely for leaders and leadership studies across multiple fields of study and professions.

With the dawn of research into leader-behaviors, scholars differentiated between being task-oriented, which is important, and also being people-oriented. People matter. And we tend to guard against leader attitudes that treat persons as objects, as passive or inert, as instruments, as so much clay to be shaped and molded. Hannah Arendt (1958) rejected the idea that leadership is like work, in which a craftsman picks up the raw materials and the requisite tools in order to create a product according to an image in his head. No, she said, leadership is social action in which we all participate, each with his or her unique and creative spontaneity, collaborating in an erratic cascade toward the future. Leadership is something people do together. And to achieve that vision, we must acknowledge each other as persons and not as figures in a ledger or pieces on a chessboard. This volume is intended as a call to be curious about what we take for granted as individuals, educators, and leaders. In essence to ask ourselves the more difficult questions about who we are as we recognize our need for others within a community? What does it mean to be a person and to recognize another's personhood? Nathan Harter (2021) draws us into a space to dialogue with ourselves about the notion of personhood as leaders. "So, what does it mean to be a person? And what does it mean to treat someone as a person? What does anyone owe another person?" (p. 4). In what way then do leaders contend with such questions as they are becoming; becoming better leaders, becoming better individuals, becoming their sacred selves. A person-centered ethic would be universal in scope, yet adapted to local conditions that many leaders must deal with on a daily basis. Nearly every religion already addresses both what it means to become a person and what one owes a person ethically, regardless of race, ethnicity, nationality, or other affiliation. Regardless if organizations deal directly with the notion of personhood, leaders deal with the workplace challenges of which the human bring him or her entire self to the unit. Hence, a comprehensive and integrate context forces us to revisit our assumptions about who exactly is a person and what they might deserve. This volume would bring those voices into conversation. In addition, we intend to complicate the question by extending similar questions into emerging areas of increasing relevance in a technological age that crosses geographic boundaries, such as online presences, corporate entities, and the prospects of Artificial Intelligence. If anything, an expanded interdisciplinary and global context makes this volume relevant and timely for leaders and leadership studies across multiple fields of study and professions.

This book explores the many ways and opportunities in which men and women might work together to highlight creative ways as well as examine the role of men in schools, families, and community engagement. The book helps to broaden the group's "collective identity" of those who work with male teachers and caregivers by expanding an understanding of their experiences in order to better ways of collaboration. This book serves as a practical guide and resource to challenge the status quo in following our own intuition about our life's work as men and women in early childhood education. The central theme that is sought here is to remember the general purpose of education: to enlighten for multiple purposes and to ask the resounding questions of how do we best achieve this purpose as men and women working together without the confines of gender roles, especially as educators in early childhood and the general educational setting where gender roles are specific to men and women's perceived ways of caring, nurturing, providing, and educating future generations.

This book explores the many ways and opportunities in which men and women might work together to highlight creative ways as well as examine the role of men in schools, families, and community engagement. The book helps to broaden the group's "collective identity" of those who work with male teachers and caregivers by expanding an understanding of their experiences in order to better ways of collaboration. This book serves as a practical guide and resource to challenge the status quo in following our own intuition about our life's work as men and women in early childhood education. The central theme that is sought here is to remember the general purpose of education: to enlighten for multiple purposes and to ask the resounding questions of how do we best achieve this purpose as men and women working together without the confines of gender roles, especially as educators in early childhood and the general educational setting where gender roles are specific to men and women's perceived ways of caring, nurturing, providing, and educating future generations.

This book provides new insights about the roles in which LGBTQ individuals contribute in society and various organizations. The literature is divided into two sections. Section one includes three chapters from higher education administrators, faculty and community activists. The chapters share personal narratives describing the life experiences of those who are often marginalized within academia. Each chapter provides personal and professional aspects of the authors' lives. Section two includes four chapters which, shares voices of people whom are normally excluded from research. Each author's identity is shared as an aspect of their research. The authors present a broad range of issues, challenges and concerns, supported by prior literature, organized around several broad topical areas and intended to fill the gaps in our knowledge about how LGBTQ leadership is engaged across multiple types of institutions and how the experiences affect the quality of life for LGBTQ individuals throughout the academic community. Their complex identities affect their research interests, findings, and interpretations. "Including the topics of leadership, LGBT issues, spirituality and race in one book is a miracle into itself." - Lemuel W. Watson "The first thing I remember missing when I arrived on campus was the presence of other gender queer or transgender people." - Shae Miller "My authority has been challenged in the classroom; as a queer/gender queer person I chose not to heed warnings that I should not come out to my classes" - Shae Milller "Being non-heterosexual in student affairs can leave administrators feeling marginalized and lonely despite the inclusive mission statements, diversity philosophies, ally trainings, and mottos they espouse." - Joshua Moon Johnson "Many educators who serve within social justice roles put their own well-being aside in order to best serve students. Educators can only withstand a certain level of institutional, cultural, and individual oppression before they face burn-out and lose hope." - Joshua Moon Johnson "I live at the cross-roads of my identities. As a South Asian/Desi, Queer man from a working class, orthodox Hindu-Brahmin family and being the first in my family to complete undergraduate and graduate degrees, I often find myself in spaces where I do not quite fit in." - Raja Bhattar

This book provides new insights about the roles in which LGBTQ individuals contribute in society and various organizations. The literature is divided into two sections. Section one includes three chapters from higher education administrators, faculty and community activists. The chapters share personal narratives describing the life experiences of those who are often marginalized within academia. Each chapter provides personal and professional aspects of the authors' lives. Section two includes four chapters which, shares voices of people whom are normally excluded from research. Each author's identity is shared as an aspect of their research. The authors present a broad range of issues, challenges and concerns, supported by prior literature, organized around several broad topical areas and intended to fill the gaps in our knowledge about how LGBTQ leadership is engaged across multiple types of institutions and how the experiences affect the quality of life for LGBTQ individuals throughout the academic community. Their complex identities affect their research interests, findings, and interpretations. "Including the topics of leadership, LGBT issues, spirituality and race in one book is a miracle into itself." - Lemuel W. Watson "The first thing I remember missing when I arrived on campus was the presence of other gender queer or transgender people." - Shae Miller "My authority has been challenged in the classroom; as a queer/gender queer person I chose not to heed warnings that I should not come out to my classes" - Shae Milller "Being non-heterosexual in student affairs can leave administrators feeling marginalized and lonely despite the inclusive mission statements, diversity philosophies, ally trainings, and mottos they espouse." - Joshua Moon Johnson "Many educators who serve within social justice roles put their own well-being aside in order to best serve students. Educators can only withstand a certain level of institutional, cultural, and individual oppression before they face burn-out and lose hope." - Joshua Moon Johnson "I live at the cross-roads of my identities. As a South Asian/Desi, Queer man from a working class, orthodox Hindu-Brahmin family and being the first in my family to complete undergraduate and graduate degrees, I often find myself in spaces where I do not quite fit in." - Raja Bhattar

LGBTQ+ advocacy and support continues to be a priority in the U.S. higher education, and recent research shows this as a critical population who continues to be marginalized and mistreated on college and university campuses. Over the last few decades there has been significant research describing how LGBTQ students experience higher education and highlighting that these students are not graduating or succeeding at the same rates as the general population. However, few if any research studies or articles address LGBTQ advocacy on community college campuses. There are more than 1,000 community colleges in the U.S. Even with the extraordinary number of students that the community college system educates, approximately 15 institutions nationally have paid staff to provide LGBTQ services to students. That being said, community colleges are now putting a larger emphasis on understanding and supporting this community. For example, The California Community College (CCC) system's 116 colleges now require all campuses to create a plan on how to improve success rates of LGBTQ+ students. The CCC is the largest higher education system in the country serving over 2 million students. This comprehensive practitioner focused book will combine relevant research and guidance on practices to aid colleges in establishing services and programs to build effective LGBTQ+ services on their college campuses.

LGBTQ+ advocacy and support continues to be a priority in the U.S. higher education, and recent research shows this as a critical population who continues to be marginalized and mistreated on college and university campuses. Over the last few decades there has been significant research describing how LGBTQ students experience higher education and highlighting that these students are not graduating or succeeding at the same rates as the general population. However, few if any research studies or articles address LGBTQ advocacy on community college campuses. There are more than 1,000 community colleges in the U.S. Even with the extraordinary number of students that the community college system educates, approximately 15 institutions nationally have paid staff to provide LGBTQ services to students. That being said, community colleges are now putting a larger emphasis on understanding and supporting this community. For example, The California Community College (CCC) system's 116 colleges now require all campuses to create a plan on how to improve success rates of LGBTQ+ students. The CCC is the largest higher education system in the country serving over 2 million students. This comprehensive practitioner focused book will combine relevant research and guidance on practices to aid colleges in establishing services and programs to build effective LGBTQ+ services on their college campuses.

Boyhood to Manhood: Deconstructing Black Masculinity through a Life Span Continuum seeks to foster an open and honest discussion about the intersection of multiple identities found among Black males. The book explores topics such as what it means to be a Black male; race and ethnicity; health; [dis]ability; athletics; socioeconomic status; historical accounts; employment; religion and sexual identity. Many Black men share the experience of being members of cultures that are guided by strict gendered norms. These norms often require men to conform to "masculine" behaviors, which may increase their levels of risk-taking behavior, anxiety and fear of being ostracized should they fail to display the appropriate "male" skill sets. The ability to explore and embrace other possibilities for the ways that men can construct their personal and professional realities helps to enhance and broaden the ways in which men live their lives and seek opportunities. The qualitative, quantitative and historical data presented in this book provide new understandings of the experiences, roles and perspectives of Black men.

Boyhood to Manhood: Deconstructing Black Masculinity through a Life Span Continuum seeks to foster an open and honest discussion about the intersection of multiple identities found among Black males. The book explores topics such as what it means to be a Black male; race and ethnicity; health; [dis]ability; athletics; socioeconomic status; historical accounts; employment; religion and sexual identity. Many Black men share the experience of being members of cultures that are guided by strict gendered norms. These norms often require men to conform to "masculine" behaviors, which may increase their levels of risk-taking behavior, anxiety and fear of being ostracized should they fail to display the appropriate "male" skill sets. The ability to explore and embrace other possibilities for the ways that men can construct their personal and professional realities helps to enhance and broaden the ways in which men live their lives and seek opportunities. The qualitative, quantitative and historical data presented in this book provide new understandings of the experiences, roles and perspectives of Black men.

In this important volume, the authors focus on the connections between academic learning and student affairs. Beginning with the premise that academic learning is a critical part of the overall personal development of each student, the authors show how student affairs professionals can work in harmony with their academic colleagues to create a campus milieu that is truly conducive to that development. Such a milieu would offer a rich array of social, athletic, academic, and artistic events, all of which would enrich, enhance, and give deeper meaning to the learning that occurs in the classroom. With its emphasis upon partnership building and interdisciplinary collaboration, this work will be extremely useful to student affairs professionals, college administrators, and faculty members as they work together to design courses and programs that will optimize student learning. Co-published with American College Personnel Association.