Index

Citation (2023), "Index", Barnes, J., Stevens, M.J., Ekelund, B.Z. and Perham-Lippman, K. (Ed.) Inclusive Leadership: Equity and Belonging in Our Communities (Building Leadership Bridges, Vol. 9), Emerald Publishing Limited, Bingley, pp. 267-275. https://doi.org/10.1108/S2058-880120230000009024 Publisher: Emerald Publishing Limited Copyright © 2024 Emerald Publishing Limited INDEX Accountability systems, 12 Achieving Styles Inventory (ASI), 253 Adaptability (AD), 20, 58 Affinity bias, 148 Age, 185 All Country World Index (ACWI), 170 Allen v. McDonough working files, 109 American Council on Education (ACE), 4 American minorities, 137 American Red Cross, 202 Anti-defamation League, 101 Anti-racism, 212 Applied Behavior Analysis (ABA), 115 Asch’s Conformity Theory, 169 improving board diversity through, 172 Assimilation, 41, 151, 210–211 Australian Institute of Company Directors (AICD), 170 Authoritative bodies, 201 Authority, 103, 234 Axial coding, 91 Behaviors, 46 Belonging, 30, 40, 122, 148 Belongingness, 30, 42, 157 Bias in society, 42 Black, Asian, or minority ethnic (BAME), 171 Black, Indigenous, and People of Color (BIPOC), 77, 180 Black Lives Matter, 17, 236 Board diversity, 168 Board members, 173–174 Boards, 173 Boston Public Schools (BPS), 109–110 Bravery, 101 Bridging differences (BD), 58–59 Burns, J. M., 98 Business management knowledge, 55 Business schools, 61 Business students, 54, 57 Canadian Multiculturalism Act, 211 Capacity, 16, 18 Choice points, 160 Circles, 234 Cisco Systems, 203 Civil Rights Act of 1964, 201 Classes cultures, 137 Classical psychological assessment of individual’s qualities to multidisciplinary approach, 122–23 Co-creation, 125 Cognitive behavior therapy (CBT), 57 Cognitive empathy, 234–235 Cognitive style, 125 Cognitive task analysis, 61 Cohesion, 195 Cohort, 66, 114 Colbert, Vicky, 246–247 Collaboration, 16–17 Collective reflexivity, 127 Collective rights, 211 Colonial institutions, 212 Colonialism, 40, 211 and DEIB context, 41–43 implications and recommendations, 45–46 interpersonal behaviours, 44–45 organizational culture, 43–44 Colonize, 182 Comfort with being uncomfortable, 8 Command Advisory Group (CAG), 194 Common Ingroup Identity Model, 224, 226 Communication practices, 9 Community, 234 Community building, 244 Community field theory, 181 Community leadership, 182 Competency, 55–56 Competency development, 54, 56 Competitive differentiation, 169 Confederation of British Industry (CBI), 171 Conflict management, 45 Connecting with others (CO), 58 Connection, 146 Connective Leadership Model™, 244–245(see also L-BL Achieving Styles Mode) case studies, 245–251 profile of leadership behaviors, 251–253 Construct validity, 124 Corporate boards, 168 Corporate social responsibility (CSR), 170 Courage, 8 COVID-19 pandemic, 170 Creativity and imagination, 8 Critical consciousness, 6 Critical democratic engagement, 103 Cross-group friendship, 225 Cultural benevolence, 212 Cultural diversity, 211 Cultural equity, 203 Cultural humility, 26–27 culture for inclusion, 27 and inclusion competencies, 28–29 inclusion competency inventory, 29–30 inclusion leadership competencies, 29 inclusive organizations, 27–28 results, 31–35 Cultural inclusivity, 136 Cultural interoperability, 193 Cultural mistrust, 42 Cultural safety for Indigenous employees, 44 Cultural tax, 211 Culture change, 5 Culture for inclusion, 27 Culture of belonging, 26 Cultures, 46, 129, 136–137, 162, 200 Cultures of trust, 43 Cycle of liberation, 257 Debriefing, 135–137 Decision-making, 80, 93 Decolonization, 210 Deep-level diversity, 55 Defensiveness, 215 Deficit thinking, 101 Define, Understand, Review, Communicate, and Implement Diversity Model (DURCI Diversity Model), 200–205 Democratic society, 102 Denatured Machiavellianism, 253 Detroit, 236 Development, 20–21 Developmental practices, 10 Dialogue circles, 235 Dignity, 234 honoring voice, 236–238 nurturing belonging, 238–239 sharing agency, 235–236 Direct set, 251 Disability Inclusion Policy and Strategy (DIPAS), 108 Discrimination, 210, 222 Disorienting dilemma, 214, 216 Distributed intelligence, 20 Diversification, 79 Diversifying processes, 122 Diversity, 26, 55, 77, 89–90, 156–157, 171, 192, 200 alternative models of leadership, 128 classical psychological assessment of individual’s qualities to multidisciplinary approach, 122–23 cross-cultural issues, 128 cultural qualities, 128–129 Diversity Icebreaker®, 122 DURCI Diversity, 200–205 economics and, 92–93 gap, 171–172 inclusive and functional qualities of Diversity Icebreaker® seminar, 125–127 model, 122 multidisciplinary ground structure, 123–124 power and, 93–94 into strength, 194–197 validity and reliability of assessment, 124–125 Diversity, equity, and inclusion (DEI), 4, 27, 122, 134, 180, 202, 210 Diversity, equity, inclusion, and belonging (DEIB), 26, 88, 228 methodology, 90–92 origins and evolution, 89–90 program perspectives on leadership development, 92–95 programs, 88 for transformative change, 94–95 Diversity, equity, inclusion, belonging, and accessibility (DEIBA), 99 Diversity Icebreaker®, 122, 124, 128–129 inclusive and functional qualities of Diversity Icebreaker® seminar, 125–127 Doctrine, 193 Dominance, 16 Dunning–Kruger effect, 60–61 Economics and diversity, 92–93 Education, 28 free, 98 primary, 98 secondary, 98 Educational leadership, 89 Emancipation, 102 Emancipatory pedagogies, 100 Empathy, 236 Employee engagement, 146 collaborate in creating team cultural norms and team behaviors, 150–151 commitment to ongoing development, 151 inclusive leadership and, 146–148 model inclusive leadership behaviors, 148–150 recommendations and next steps for HR professionals, 148–151 shared identity, 147–148 Employees, 111 Empowerment, 20–21, 160 Environmental, social, and governance framework (ESG framework), 169 influence of, 169–171 social pillar, 170–171 Epistemic injustice, 234 Equal Employment Opportunity and Commitment to Diversity, 202 Equality, 30, 211 Equitable communities, 248 Equity, 76–78, 98 leaders, 7 work, 7 Equity, diversity, and inclusion (EDI), 210 origins, 210–212 Escuela Nueva model (EN model), 246 Excellence, 99 Exclusion, 7, 41 Executive development, 66 Expanded scorecard, 168 Experience, reflection, sense, meaning, and learning (ERSML), 156 Experiential learning theory (ELT), 161 Factor analysis, 124 Faculty diversification, 76 Fighting power, 193 Followership, 234 Force Commander, 192 challenges, 192–193 diversity into strength, 194–197 gender, 197–198 MINUSMA, 192 Formative evaluation processes, 116 Foundational practice, 9 Fundación Escuela Nueva (FEN), 246–248 Future leaders’ inclusive competencies, 54 data collection, 59 Dunning–Kruger effect, 60 inclusion, 55–57 inclusion competencies, 58–59 personal development plan, 59 preliminary analysis, 60–61 research context, 58 sample, 58 Gates Foundation, 203–204 Gender, 185, 197–198 gender-diverse boards, 168 identity, 138 Gender diversity, 170–171 on corporate boards, 170–171 Gender equality, 66 findings, 70–72 methodology of evaluation, 70 pedagogy and approach to WiL program, 67–68 preparation for WiL program, 67 program evaluation, 70 WiL program, 68–69 women in higher education leadership, 66–67 Generations, 139 Global awareness, 102(see also Global curiosity) Global curiosity, 101, 103 Global Reporting Initiative (GRI), 169 Global South, 66 Google, 201–202 Graduate leadership programs, 88 Group dynamics, 123, 172 Group identity, 226 Growing Local, 183 fostering environment of inclusivity, 185 inclusive purpose, 184–185 Guatemala, 238 Hate crimes, 222 Hermeneutical injustice, 235 Heterarchical structures, 20 Heterodoxy, 89 Hierarchy, 19–20 High-power-distance culture, 19 Higher education, 4, 66, 76 Higher education institutions (HEIs), 76, 82 Higher Education Leadership and Management (HELM), 67 Hijab, 256–257 Historical organizational culture, 27 Holistic, 42 Holistic values, 41 Homogenous boards, 168 Human Rights Activists News Agency (HRANA), 257 Humanizing pedagogy, 67–68 Humility, 8 Humor, 127 Identity, 159–160 skills, 214–217 Immigration status, 185 Impact networks, 244 Implementation, 201, 204 In-depth interviews, 61 “In-person”/hybrid multi-day retreats, 69 Incheon, Korea, 98 Inclusion, 29–30, 40, 42, 55, 77–78, 98, 122, 148, 156, 203 cognitive behavior therapy, 57 competency, 55–56 with indigenous employees, 213–214 reflective learning theory, 56 Inclusion competencies, 26–27, 54, 58–59 cultural humility and, 28–29 Inclusion Competency Inventory (ICI), 26, 29–30 Inclusion Initiative, 110 Inclusion leadership competencies, 29 model, 55 Inclusion planning teams (IPTs), 110, 113, 115 Inclusive culture, 201 Inclusive leaders, 16, 20 Inclusive leadership, 16, 21–22, 29, 253 American minorities and classes cultures, 137 COVID-19, 141 cultural inclusivity, 136 cultures, 136–137 current obstacles and challenges, 77–78 debriefing, 135–136 and employee engagement, 146–147 five Is of inclusive leadership practices, 79–83 generations, 139 inclusive cohort converses, 141 LGBTQ+ glossary, 138 petrified, pooh-poohers, and put-upon, 141 physical ability, 140 recommendations for practice and application across institutional type, 83–84 rules of thumb, 142 and shared identity, 147–148 Slanguage, 139–140 social inclusivity, 138 storytelling, 157 Inclusive leadership compass (ILC), 157 integrating storytelling with, 158–162 Inclusive organizations, 27–29 Inclusive work culture, 171 Inclusive workplace, 28 Inclusivity, 108, 134 Indian Act, 210 Indigenization of workplace, 43 Indigenous “citizenship plus”, 212 Indigenous employees, 44–45 Indigenous epistemological traditions, 42 Indigenous peoples, 41–42 Indigenous realities, 210–212 Inequity, 246 Institutional fit, 79 Institutions, 42–43 Instrumental set, 253 Intent, 263 Intentionality, invitation, influence, investment, innovation (five Is of inclusive leadership practices), 79–83 Interconnectedness, 44 Intercultural competence, 57 Intercultural inclusion, 54 Intercultural workplace, 42 Interdependence, 102 Intergroup contact, 225 Intergroup threat theory, 223 Interoperability, 192 Interpersonal behaviours, 44–45 Interpersonal trust for employees, 44 Intersectional oppressions, 214 Intersectionality, 228 Iran, 256 Islamic system, 256 Islamophobia, 222 Justice, 99 Knowing others (KO), 58 Knowing yourself (KY), 58 Knowledge, skills, abilities, and other characteristics (KSAOs), 56 Kounkuey Design Initiative (KDI), 248–251 L-BL Achieving Styles Mode, 245, 252 Language, 124 Leader-centered approach, 93 Leaders, 16, 45 Leadership, 5, 16, 93, 193, 214 alternative models, 128 capacity, 180 development, 158 profile of leadership behaviors, 251–253 storytelling and, 157–158 Leadership practices, 22 Leadership values, 16 Leadership-as-Practice theory (LAP theory), 260 Learning, 181 Learning to exercise power, 21 LGBTQ+ glossary, 138 Linguistics, 123 Lipman-Blumen, Jean, 244 Love and care, 8 Low-power-distance cultures, 19 Mainstreaming, 109 Mali Peace Agreement, 192 Managing diversity, 89–90 Margerison & McCann Team Performance Inventory, 122 Marginalized, 246 Mary Parker Follett, 16–17 Massachusetts Advocacy Center, 109 Mehrabian communication model, 158 Mezirow, Jack, 214 Microaggressions, 214 Migration, 238 Military Force, 192 Mixed-methods approach, 70 Multiculturalism, 211 Multidimensional Integrated Stabilization Mission in Mali (MINUSMA), 192 Muslimophobia, 222, 224–225 future directions, 228–229 practical implications, 226–228 theoretical approaches and consequences in workplace, 223–224 Mutualism, 22 Mutualistic power, 17–18 Narrative Model, 227 National Diversity Council, 205 National Society of Black Engineers (NSBE), 80 Nongovernmental organizations (NGOs), 104 Nonviolent communication, 239 Normalization, 172 North Atlantic Treaty Organization (NATO), 192–193 Odbert, Chelina, 248–251 Office of Equal Employment Opportunity, Diversity and Inclusion (EEODI), 201 Open leaders, 26 Openness to change (OC), 58 Oppression, 42, 210 Organizational change, 5–6, 162 Organizational communication practices, 45 Organizational cultures, 4, 41, 43–44 Organizational learning, 108, 156 Organizational storytelling, 161 Organizational transformation, 5–6 Organizations, 42–43, 45, 203–204, 212 Patience, 214–217 Patriarchal hegemony, 66 Pedagogics, 123 Personal development plans (PDPs), 54, 59 Personal journey toward critical consciousness, 6–7 Personal transformation, 5–6 Personalization, 225 Personalization model, 224 Pew Research Center, 222 Policing, 236 Political democracy, 17–18 Positive transformation, 27 Power, 16–17, 88, 185 as capacity, 18 and diversity, 93–94 inclusive leadership, 16, 21–22 intersection of inclusive leadership and, 18–21 mutualistic power, 17–18 power-as-dominance, 17–19 power-distance, 18–19 Power sensitivity (PS), 59 Power-with (see Mutualistic power) Practice theory, 257 Practices, SEL, 7, 9–11 Practices challenge status quo, 10 Prejudice, 222 Primarily White institution (PWI), 82 Privilege, 93 Procedural interoperability, 193 Project Oxygen, 202 Psychological safety, 30, 44 Psychological threats, 223 Psychology, 123 Public community building, 261 Qualitative methods, 61 Race, 185 Racial inequity, 181 Racism, 42 Reading others (RO), 58 Reciprocity, 45 Recognition, 68 Reconciliation, 212 Recruitment, 173 Reductionist approach, 234 Reflection, 56 Reflective learning theory, 56 Reflexivity process, 124 Regression analysis, 148–149 Relational practices, 9 Relational set, 252 Relationality, 44 Relationship, 44 Reliability of assessment, 124–125 Representation, 184 Research–practice partnership, 108 building human resource capacity, 114–117 data analysis steps, 114 emerging, 111–116 formative and summative evaluation processes, 116 goal setting and realignment, 115 historical context, 108–111 implications, 116–117 SWIFT domains and core features, 112 theoretical framework, 111 Respect, 45 Restorative practices, 234 Review, 60 Ripple effects mapping (REM), 186 Rural communities, 180 Growing Local, 183–185 lessons learned, 185–188 literature review, 180–182 WICP, 182–183 Rural community leadership programs, 184 Rural Equity Learning Community (RELC), 182 Safety, 148 security, 183 violence, 183 School-based IPT, 110 Schoolwide Integrated Framework for Transformation-Fidelity Integrity Assessment (SWIFT-FIA), 111 Science, technology, engineering, and math fields (STEM fields), 76 Self location, 215 Self-accountability, 8 Self-awareness, 26 Self-correction, 134 Self-examination, 134 Settler, 210 Settler colonial, 213 Sexual orientation, 138 Sexualities, 138 Shared equity leadership (SEL), 4 implementation, 11–12 model, 5–11 research project, 4–5 Shared identity, 147–148 Shared power, 21 Shared social engagement (SSE), 147 Singapore, 235 Social and Academic Remediation (SAR), 115 Social capital, 77 Social change, 88 Social discrimination, 40 Social entrepreneurs, 244 Social equality diversity gap, 171–172 improving board diversity through Asch’s conformity theory, 172 influence of ESG, 169–171 recommendations, 172–174 Social fabric of community, 244 community voices, 248 shared sense of belonging, 244 Social identity, 125–126 Social inclusivity, 138 Social justice, 89 Social justice change leaders, 253 Social psychological research, 229 Societal culture, 40–41 Sociology, 123 South Africa, 66 Stakeholder capitalism, 171 Stamina, 214–217 Story of self, 160 Storytelling, 156 criteria, 158 inclusive leadership, 157 integrating storytelling with ILC, 158–162 and leadership, 157–158 Strength, 171 Structural practices, 11 Summative evaluation processes, 116 Surface-level diversity, 55 Sustainability Accounting Standards Board (SASB), 169 Sustainable development goal 4 (SDG4), 98 technical leadership, 98–99 TLT, 99–103 System change, 244 Systemic inequities, 4, 7 Task Force on Climate-Related Financial Disclosures (TCFD), 169 Task-teams projects, 226 Technical interoperability, 193 Technical leadership, 98–99 Theory of action (ToA), 110 articulating, 112–114 BPS, 113 Third Space of Engagement, 259 Tone at the top, 194 Tradition, 195 Traditional territory, 213 Transformation, 234 Transformational leadership, 99–100 Transformative behaviors, 26 Transformative Leadership Theory (TLT), 99–103 Transformative learning, 214 Transparency, 8, 30 Trust, 44 Truth and Reconciliation Commission of Canada (TRC), 210 UN Convention on the Rights of the Child, 98 Under-resourced communities, 248 Underrepresented, 66 Understanding, 140 Unifying processes, 122 Uniqueness, 157 United Nations (UN), 98, 192 United Nations Children’s Fund (UNICEF), 103 United Nations Development Programme (UNDP), 197 United Nations Security Council Resolution (UNSCR), 197 Universities South Africa (USAf), 66–67 US Department of Health and Human Services (HSS), 201 US Equal Employment Opportunity Commission (EEOC), 222 Validity of assessment, 124–125 Values, SEL, 7–8 Valuing different perspectives (VP), 59 Vulnerability, 8 Welcoming and Inclusive Communities Program (WICP), 180 colonized lens, 182–183 inclusion, 183 safety, 183 Welcoming Communities Program, 182 Well-being, 27 Western workplace culture, 44 White “settler”, 212 White benevolence, 211 White fragility, 214 White supremacy, 214–215 Woman, Life, Freedom movement (WLF movement), 256–257 liberating practices of movement, 260–263 ontological clash, 257–258 spaces of negotiation, 258–260 Women, 66 Women in Engineering (WIE), 80 Women in higher education leadership, 66–67 Women in Leadership program (WiL program), 66–69 pedagogy and approach to, 67–68 preparation for, 67 Workplace, 34 Workplace norms, 41 Workplace values, 41 World Health Organization (WHO), 103 Youth voices, 187 Book Chapters Prelims Part One: Understanding Diversity, Equity, Inclusion, and Belonging Chapter 1: Shared Equity Leadership: A New Model for Making Inclusion and Equity Part of Organizational Culture Chapter 2: Inclusive Leadership and Power Chapter 3: Cultural Humility and Inclusion: Transformation to a Culture of Belonging Chapter 4: The Impact of Colonialism on Inclusion and Belonging in Organizations Part Two: Diversity, Equity, Inclusion, Belonging, and Education Chapter 5: The Development of Future Leaders' Inclusive Competencies: Lessons From a Business Management Course Chapter 6: Advancing Gender Equality in Higher Education in South Africa: Emboldening Women Leaders in Complex Contexts Chapter 7: Building Diverse and Inclusive Faculty Teams: Practices in Inclusive Leadership in Higher Education Chapter 8: Inclusive Leadership for Social Justice: DEIB Leadership Programs and Organizations Chapter 9: Addressing the Goal of Inclusive and Equitable Quality Education and Lifelong Learning for All Chapter 10: Research–Practice Partnership to Reform Special Education Service Delivery in Boston Public Schools Part Three: The Application and Practice of Diversity, Equity, Inclusion, and Belonging/Accessibility Chapter 11: An Inclusive Language of Diversity Chapter 12: Inclusive Leadership: Guide and Tools Chapter 13: How Inclusive Leaders Can Influence Employee Engagement Chapter 14: Fostering an Inclusive Organization Through the Power of Storytelling Chapter 15: Achieving Societal Equality by Building Inclusive Corporate Boards Part Four: Diversity, Equity, Inclusion, Belonging/Accessibility: A Community and Global Perspective Chapter 16: Creating Inclusive Leadership in Rural Communities: Lessons Learned in Rural Minnesota Chapter 17: Inclusive Leadership From a Force Commander's Perspective Chapter 18: Diversity From an Organizational Perspective: Building a Culture Chapter 19: Decolonization and Inclusion: Widening the Circle Chapter 20: Muslimophobia: Overcoming Religious Discrimination and Exclusion in the Workplace Chapter 21: The Reciprocity of Dignity: Transforming Us/Them Narratives Through Inclusive Dialogue Chapter 22: Social Justice Leader Case Studies Assessed Through the Lens of Connective Leadership™ Chapter 23: Iran's Woman Life Freedom Movement: How Leadership Emerged Index

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