Quality Educational Leaders: Those Without Realm, Range Need Not Apply
By Dr. Ruby Evans
Based on 1993 data, the Digest of Education Statistics recently reported that roughly 86 percent of all employees in executive, administrative or managerial (EAM) positions in institutions of higher education were White. Careful attention, therefore, must be afforded to diversity, especially as it pertains to inclusion of African Americans in the ranks of higher education administrators. Diversity, which embeds authentic inclusiveness, will play a pivotal role in how African Americans fare in higher education in coming years.
As higher education braces itself for a mass exodus of educational leaders over the next five to 10 years, African Americans who seek to crack the glass ceiling and play, irrespective of the level of the field, must pay special attention to two concepts — realm and range.
To gain greater access to EAM positions in higher education, a new cadre of African Americans must demonstrate the ability to lead or operate within a certain context or realm. Realm encompasses a leader’s preparation to function — one’s intellect, the empirical knowledge to understand what one can and cannot do, and how to do what one can do within a specified time frame.
What’s the range? Simply put, your range is how far you can go with your ability. Range translates to capacity, the most that you can do with what you have. Those who will lead higher education in the 21st century must also demonstrate exceptional range — ability with far-reaching impact.
Core skills essential for effective leadership are generally independent of gender, race and ethnicity. Effective educational leaders must be comfortable in the skin they are in. They must foster and sustain internal organizational collaborations that illuminate institutional, individual and collective accomplishments, rather than highlighting a leader’s halo.
