Study Notes on Culturally Responsive Transformational Leadership in College Sport

Edited by: Nefertiti Walker, University of Massachusetts Amherst, USA
Reviewed by: Sarah Fields, University of Colorado Denver, USA; Robert Turick, Ball State University, USA
Correspondence: Joseph N. Cooper, josephn.cooper@umb.edu

Acknowledgment of persistent inequities, inequalities, and discrimination in college sports that inhibit diversity and inclusion.
Various contributing factors include:
- Implicit bias
- Homologous reproduction
- Hegemonic toxicity, masculinity/patriarchy, and colorblind racism.
Emphasizes the importance of leadership and policy reforms, yet persistent inequities are noted particularly along racial and gender lines.
The paper proposes transformational leadership that employs anti-racism, anti-sexism, and culturally responsive strategies to foster a more inclusive sports culture.
Utilizes interdisciplinary theories such as anti-racism and culturally responsive leadership to present a paradigm shift in college sports leadership.

Discusses Felisha Leggette-Jack's reflection on her experiences as an African American woman in sports, highlighting the lack of diversity in leadership roles.
Notes that 43% of women basketball players in the NCAA are African American, yet only 12% of head coaches are.
Highlighted the static representation figures over the past decade among women in leadership roles in college sports.

Table 1: Examples of Diversity and Inclusion Initiatives in Division I Athletic Departments
- Describes initiatives at several universities aimed at enhancing diversity and inclusivity. Problems noted include lack of measurable outcomes for many initiatives, underreporting, and limited data transparency.
**NCAA's Commitment:
- Expresses commitment to diversity, inclusion, and equity specifically mentioning groups like:
  - Persons with Disabilities
  - International individuals
  - LGBTQ+ communities
  - Racial/Ethnic minorities
  - Women
- Despite this, representation issues persist across multiple NCAA sports and divisions.

Historical Context of NCAA:
- Founded in 1906 with entrenched racist and sexist beliefs.
- Contemplated exclusion of women and African Americans from roles in sports.
Contemporary Statistics:
- African American women continue to experience underrepresentation in coaching and leadership positions.
- Severe disparities documented in various studies on leadership roles and occupational mobility in college sports.
Emphasizes the need for a paradigm shift and the impact of social hierarchies (race and gender) on leadership within the NCAA.

Discusses the three dominant leadership styles:
- Transformational Leadership - Inspiring followers for collective growth.
- Transactional Leadership - Focus on incentives tied to performance.
- Servant Leadership - Prioritizes followers' needs.
Emphasizes the necessity for a shift towards transformational leadership that is culturally responsive.

Defines culturally responsive leadership as understanding and incorporating diverse cultural attributes in leadership practices.
Stresses the importance of cross-cultural communication and respect for unique experiences in fostering positive environments in college sports.

Proposes multilevel strategies to enhance accountability and develop effective diversity policies.
Advocates for enhanced partnerships among stakeholders and institutions dedicated to ethical leadership.
Emphasizes the need for education and advocacy through ongoing training on diversity, equity, and culturally responsive methodologies.

Addresses the failure in handling ethical crises in institutions, citing abysmal handling of sexual assault cases as examples (i.e., Baylor University).
Proposes a transparent approach to redressing incidences and making leadership accountable through proactive measures.

Reiterates the necessity of anti-racist and anti-sexist frameworks to address the persistent inequities in college sports.
Calls for collective effort to confront and dismantle systems of oppression and embed justice, equity, and diversity in sporting organizations.
Concludes on the hope that multidimensional transformative methods can lead to profoundly equitable and inclusive policies at all levels of college sport.