Inclusive Leadership

Welcome to the Inclusive Leadership guide, which provides citations and links to resources about inclusive leadership.

The guide is organized using the framework from Jennifer Brown's (2019) book:

How to be an inclusive leader: Your role in creating cultures of belonging where everyone can thrive

This book is available through the Clark Library either in print (1st edition) or as an eBook (2nd edition, 2022).

This LibGuide aims to serve as a resource for a broad audience of individuals interested in developing and enhancing their inclusive leadership skills. The resources provided will be useful to anyone who is interested in understanding their role in fostering inclusivity, creating cultures of belonging, and contributing to environments where everyone can thrive. Using Jennifer Brown’s framework, this LibGuide contributes to an ongoing discourse about inclusive leadership by moving beyond just a discussion on the importance of diversity and inclusion, to providing actionable, concrete, and practical guidance that leaders can implement to create more inclusive workplaces. Links are provided to open access / freely available resources when possible. For resources that require a subscription, links connect to University of Portland’s subscription. People from outside of the University of Portland community are encouraged to seek these resources through their local libraries.

For more resources about inclusive teaching, please visit the Inclusive Teaching Database. 

This is a living document. We welcome your ideas and contributions. To contribute materials, ask questions, or send suggestions, please use our feedback form or contact inclead@up.edu.

Please also participate by completing the Baseline Leadership Assessment Survey.

Dr. Kala Mayer: As a white middle-aged cisgendered woman who has navigated the roles of nurse, public health practitioner, mother, and teacher, my positionality is shaped by the intersections of caregiving, community health, and education within the context of a middle-class upbringing in the Midwest. These experiences have instilled in me a deep understanding of the importance of empowerment, empathy, collaboration, and adaptability in both professional and personal spheres. In leadership, my perspective emphasizes the value of inclusive decision-making, recognizing the diverse needs of individuals, and fostering environments that prioritize safety and empowerment. My background shapes my perspectives on leadership.  

Dr. Randy Hetherington: As a married, first-generation college student, teacher of some 43 years, father, Rotarian and white cisgendered male, I bring a number of identities to this work and often understand my own biases at their intersection. My journey is far from over and that is the motivation for my involvement in this work. I believe we become stronger as a community when we engage with each other in community through creation of gracious spaces and the willingness to have courageous conversations within those spaces. I have practiced leadership in schools, communities and organizations and am hopeful that be becoming more inclusive we will be the leaders our world needs us to be.

Dr. Toyin Olukotun: As a Black immigrant woman, I bring a multifaceted positionality to my role as a college-educated, first-generation, Nursing professor. Rooted in the values of social justice and shaped by life experiences, I approach academia with a commitment to diversity, equity, and inclusion. Additionally, my experiences as a Black immigrant provides me with a nuanced understanding of the complexities and nuances of navigating unfamiliar cultural landscapes. This perspective fuels my passion for fostering cross-cultural understanding and dismantling barriers that hinder equity and inclusion in academia and healthcare. Given my educational and career trajectory, I am also acutely aware of the transformative impact education can have on individuals and communities, inspiring me to advocate for inclusive pedagogies and leadership approaches that empower all relevant stakeholders. 

Dr. Kate Trumbo: I am a first-generation college graduate as well as a graduate of Catholic education. It is an honor and a pleasure to engage with students who are the first in their families to explore opportunities in higher education.

As a clinician, patient safety guides my practice. Healthy work environments are vital to safety, and we know that high-performing interprofessional teams are often necessary to ensure quality care. Cultures grounded in incivility are no longer acceptable as the status quo. We have so much more to offer ourselves, our patients, and our communities.

In my classroom, we go inward to change the world. We learn to see ourselves as humans who need help and make mistakes. Introspection guides difficult conversations. Self-reflection is a practice that we use to look deeply at situations we may regret or wish to transform. We lead by empowering others and showing appreciation for our colleagues. 

Ms. Stephanie Michel: My positionality is shaped by my experience as a white, middle-class, middle-aged cisgendered woman raised on the West Coast of the United States. My professional role as a librarian has developed my skills of organization, communication, empathy, and understanding users’ needs.  This experience has shaped my commitment to inclusive leadership by reinforcing that research is stronger when an array of voices and sources from multiple perspectives are integrated.

We also acknowledge the internal and external reviewers who contributed to the development of this LibGuide.