Kinesiology Review, 2021, 10, 383-389

https://doi.org/10.1123/kr.2021-0051
© 2021 American Kinesiology Association SCHOLARLY ARTICLE

Demonstrating Equitable and Inclusive Crisis

Leadership in Higher Education
Jared A. Russell,1 Leslie D. Gonzales,2 and Harald Barkhoff3
1
School of Kinesiology, College of Education, Auburn University, Auburn, AL, USA; 2Department of Educational Administration,
College of Education, Michigan State University, East Lansing, MI, USA; 3College of Health Sciences and Human Services,
California State University, Monterey Bay, Seaside, CA, USA

Academic leadership faces tremendous pressure to build sustainable environments that demonstrate a commitment to the
principles of inclusive excellence. Currently, the convergence of dual global crises—the COVID-19 pandemic and reckoning of
systemic violence and racism toward individuals from historically marginalized and oppressed groups—has led to prioritizing
impactful inclusive excellence leadership processes that address justice, equity, diversity, and inclusion. However, too often, in
times of crisis, the strategic prioritizing and, more importantly, allocation of resources to support inclusive excellence initiatives
are seen as secondary, tangential, or nonessential to the core operational mission of academic units. In this article, the authors
discuss the unique realities, challenges, and opportunities academic leaders face when leading an equitable and inclusive
academic workplace and culture during and after a crisis. The authors provide fundamental inclusive excellence and justice,
equity, diversity, and inclusion terminology and definitions. In addition, the authors provide attributes, behaviors, and action
steps for demonstrating equitable and inclusive crisis leadership.

Keywords: academic administration, inclusive excellence, diversity, management, culture

Not everything that is faced can be changed, but nothing can
be changed until it is faced. (Baldwin, 1962, p. 11)
Academic leadership in higher education has been pushed to
the forefront due to the overlapping, converging, and global dual
crises of the COVID-19 pandemic and social justice movement,
which was sparked by the police-involved deaths of George Floyd,
Breonna Taylor, and other individuals from historically marginal-
ized populations (Gardner, 2018; Gonzalez & Griffin, 2020; Murty,
2020). As illustrated by the opening quote by James Baldwin,
acclaimed scholar, playwright, novelist, and social activist of the
mid-20th century, leaders of our time must face a multitude of
crises as part of their leadership responsibilities. In the case of this
specific quote, Baldwin directed his attention to public, political,
community, and governmental officials to encourage (or shame
them into) actively confronting and developing proper solutions to
the multitudes of historical social maladies and discriminatory
practices that disproportionately impacted the well-being of Afri-
can Americans, people in poverty, and other marginalized groups
in the United States during the civil rights movement (Nagel, 2014;
Russell, 2019; Young, 2014). Baldwin and other social activists
called upon leadership at every level of our society to show the
courage, strategic vision, empathy, and resilience to face the
challenges of the day, recognize the implications, and outcomes
of their leadership decisions and move toward inclusive and
equitable solutions for their constituents (Russell, 2019).
From the president, to unit leaders, to program coordinators,
academic leaders are now called upon to face many challenges and
issues related to the inequitable treatment of various constituents
of their organizations (Brown-Glaude, 2009; Hale, 2004; Smith,
Russell (russej3@auburn.edu) is corresponding author, https://orcid.org/0000-
0002-6534-6286.
2020). For example, leaders confront challenges such as ensuring
equitable access to technology for students working remotely, work
and leave policies for staff with childcare responsibilities, support of
faculty transitioning from face-to-face to hybrid models of instruction,
and addressing budgetary constraints that resulting from low student
enrollment (Benn et al., 2020; Gonzalez & Griffin, 2020). Moreover,
the dual crises exposed the historical, systemic, and institutionalized
structures within higher education that have led to widespread
marginalization, denial of access, and outright discrimination against
historically underrepresented groups who make up the ranks of
faculty, students, and staff (Gonzalez & Griffin, 2020; Moerschell
& Novak, 2019). Finally, leaders have had to reckon with institutions’
strategic priorities, particularly those that serve to demonstrate a
commitment to inclusive excellence, that are contextualized, imple-
mented, and sustained in our academic programs before, during, and
after these trying times (Russell, 2019; Stewart & Valian, 2018).
All of this turmoil occurs in a very public space with
increased pressure and demands from constituents of respective
institutions to address concerns and issues immediately and
comprehensively. Factors such as increased vigilance of advocacy
groups, the impact of social media, increased scrutiny of the value
of higher education, social protests, demand from institutional
constituents, changing directives from upper administration, and
well-publicized missteps by higher education leadership often
found in publications such as The Chronicle of Higher Education
and Inside Higher Ed amplify these pressures (Argenti, 2020;
Brown & Mangan, 2018; Gose, 2018; ProInspire, 2020). We
argue that critical to our academic programs’ successful sustain-
ment and transition is the intentional centering of inclusive
excellence, which encompasses justice, equity, diversity, and
inclusion (JEDI) principles, in our leadership, strategic visioning,
and decision-making processes (Smith, 2020; Sweeney, &
Bothwick, 2016). Considering the current crises and future times
of uncertainty, utilizing an inclusive excellence leadership
383
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384 RUSSELL, GONZALES, AND BARKHOFF
approach is paramount to the support and success of students,
faculty, and staff. This article will provide readers with attributes,
behaviors, and action steps for kinesiology leaders who wish to
demonstrate inclusive excellence leadership, exemplified by
equity and inclusion, during the current crisis and beyond.
Inclusive Excellence Leadership
Matters in a Crisis
An inclusive excellence approach to strategic leadership is para-
mount for an academic unit during a crisis and soon thereafter
(Garcia-Alonso et al., 2020; Zheng, 2020). A crisis, by definition, is
an event or period of time that leads to or results in significant
change, upheaval, deviation from the status quo, and potentially the
formation of significant, complex issues that impact the overall
workings of an organization. Crises impact how the “business” of
an organization, in this case, higher education academic units, is
performed for a significant time. Crises are inevitable. Whether due
to a racial incident on campus, global health pandemic, or national
demonstrations against injustice, a crisis will significantly impact
day-to-day operations.
However, counterintuitive as it may seem, a crisis is a prime
opportunity to build a more sustainable climate that demonstrates
the principles and values of inclusive excellence that directly
addresses historical inequities related to inclusive excellence
(Gonzalez & Griffin, 2020; Murty, 2020; ProInspire, 2020;
Russell, 2019; Williams, 2020). In addition, crises can be a
catalyst for systemic change within academic units that often
are overlooked due to a lack of urgency or demand from faculty,
staff, and students (Russell, 2019; Williams, 2013; Zheng, 2020).
By framing a crisis as a catalyst for change with inclusive
excellence as a lens, leaders can make substantial progress toward
the goals of sustaining equitable and inclusive climates and work
environments within their units (Brown & Mangan, 2018; Garcia-
Alonso et al., 2020).
Such windows of opportunity allow for leadership to address
organizational practices, structures, norms, and policies that det-
rimentally impact the advancement and well-being of historically
marginalized groups while building more equitable alternatives
(Chin & Trimble, 2015; ProInspire, 2020; Smith, 2020). However,
too often, inclusive excellence strategic initiatives are narrowly
defined, under-resourced, lack buy-in from key constituents, and
limited in scope relative to other administrative and unit-wide
activities such as budgeting, hiring, and student enrollment processes
(Asare, 2019; Williams, 2013; Zheng, 2020). Moreover, when
positioned as a response to a crisis, these efforts are often perceived
as token attempts to provide short-term remedies to institutionalized
problems that result in little to no significant impact on cultural
structures and practices (Garcia-Alonso et al., 2020; Russell et al.,
2019). Consequently, when a crisis occurs, such as the George Floyd
shooting protests, academic leadership is slow to develop appropri-
ate responses to demands for JEDI (Dobbin & Kalev, 2016;
Newkirk, 2019; Sweeney & Bothwick, 2016).
Inclusive Excellence in Practice
To best advance inclusive excellence during times of crisis, there
are a variety of considerations. In the sections that follow, we first
present important key terms and definitions, contextual considera-
tions, and then move into discussion of aspects of leadership
critical to advancing JEDI. In addressing aspects of leadership,
KR Vol. 10, No. 4, 2021
we offer specific leadership attributes, behaviors, and action steps
that can undergird inclusive excellence crisis leadership.
Key Terms and Definitions
The following terms and definitions form the foundation for our
discussion. However, be aware that these definitions are purposely
broad and generalized. In addition, there is a constant societal
evolution of these terms and definitions. Consequently, leaders
should review the literature and consult with experts for the latest
perspectives regarding these terms:
(a) Crisis Leadership: A form of leadership that focuses on
strategic administrative processes such as personnel support
and management, communication, resource allocation, and
budgeting during a time of significant uncertainty, change, or
upheaval due to a low-probability, high impact event or
events (Benn et al., 2020; Brown & Mangan, 2018; Gardner,
2018; Zheng, 2020).
(b) Diversity: The state of or range of respective differences,
representations, experiences, characteristics, and dimensions
an individual or group brings to a given setting or situation
(Weissmark, 2020; Williams, 2013).
(c) Equity: The practice or process by which an organization
provides access, support, and resources to individuals or
groups of individuals based on their respective needs fairly
and impartially (Smith, 2020; Stewart & Valian, 2018).
(d) Inclusion: The process by which an organization facilitates
access to resources and ensures that contributions from
individuals, particularly those from historically marginalized
groups, within a respective organization are acknowledged,
valued, integrated, and influence that organization’s culture
and core structures, norms, and practices (Asumah & Nagel,
2014; Hale, 2004; Sweeney & Bothwick, 2016).
(e) Inclusive Excellence Leadership: A leadership approach that
positions diversity, equity, inclusion, and justice values and
principles central to administrative decision-making pro-
cesses, practices, and culture-sustaining activities (Russell,
2019; Williams, 2013).
(f) Justice: The practice or process by which historical and
institutionalized structures, mechanisms, and barriers to
access, opportunities, and advantages are dismantled and
removed and impacted individuals are provided appropriate
reparations and restored (Asumah & Nagel, 2014; Baldwin,
1962; Nagel, 2014; Young, 2014).
Contextualizing Crisis Leadership Approaches
Due to the diversity of institutional contexts (e.g., personal leader-
ship approach or style, institutional support, available resources,
budget, etc.), it is vital to consider the following perspectives before
discussing leadership attributes, behaviors, and action steps:
(a) During a crisis, whether large or small within the global or
local setting, inclusive excellence leadership should be cen-
tral to decision-making processes. In particular, how every
decision impacts the more marginalized populations within
an academic unit must be at the forefront of every conversa-
tion (Garcia-Alonso et al., 2020; Gonzalez & Griffin, 2020;
Williams, 2020). Leadership should strongly consider sys-
tematic engagement in an equity pause—a process of deep
reflection and sharing of perspectives in an effort to center the
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strategic design and planning process around inclusive excel-
lence goals (Public Design for Equity, 2020).
(b) No singular approach to inclusive excellence leadership will
work at every institution or academic unit. Instead, best and
promising practices must be contextualized for a given
setting based on variables such as available resources, stra-
tegic initiatives, institutional support, and expected outcomes
(Moerschell & Novak, 2019; Newkirk, 2019).
(c) A crisis of some sort is inevitable, and its impact will be felt
long after the unit “returns to normal.” As a leader, you
cannot crisis-proof your academic unit. Your efforts cannot
stop a crisis from occurring. However, you can better prepare
your unit to demonstrate inclusive excellence highlighted by
equitable and inclusive processes that support all constituents
(Argenti, 2020; Gigliotti, 2017; Murty, 2020).
(d) There are many models and frameworks to consider regard-
ing inclusive excellence and crisis leadership. Educate your-
self on these options and strategically develop a model that
works for your situation (Benn et al., 2020; Brown-Glaude,
2009; McNair et al., 2020).
Fourteen Key Attributes of an Inclusive
Excellence Crisis Leader
The literature is clear on the characteristics and attributes of influential
leaders, specifically those that utilize an inclusive excellence
approach. The following list (Table 1) is not exhaustive and serves
as a general compilation of the more frequently cited attributes of
inclusive excellence crisis leaders (Conners, 2020; Fuller et al., 2020;
Gardner, 2018; Gigliotti, 2017; Gose, 2018; Hale, 2004; Hollins &
Govan, 2015; Jana & Baran, 2020; McNair et al., 2020; Moerschell &
Novak, 2019; Newkirk, 2019; ProInspire, 2020; Russell, 2019;
Williams, 2020). If a leader seeks to develop and sustain an inclusive
environment, they must demonstrate or be willing to develop the
previously mentioned attributes. Without these foundational attri-
butes it is difficult to envision a leader, particularly in times of crisis,
effectively guiding an organization that truly exemplifies inclusive
excellence. It would behoove organizations to select leaders who
demonstrate these attributes as well as support the professional
development of current leaders as it relates to these attributes.
Six Key Behaviors of an Inclusive Excellence
Crisis Leader
What behaviors should inclusive excellence leaders demonstrate
during, before, and after a crisis? Table 2 provides leadership
scenarios based on recommended behaviors of effective inclusive
Table 1 Attributes of Inclusive Excellence Crisis
Leaders
• JEDI oriented • Bold and resilient
• Team builder • Strategic and forward thinker
• Empathetic and compassionate • Trustworthy and transparent
• Accessible • Charismatic and inspiring
• Decisive • Effective communicator
• People centered • Adaptable and flexible
• Reflective • Emotionally intelligent
Note. JEDI = justice, equity, diversity, and inclusion.
KR Vol. 10, No. 4, 2021
EQUITABLE AND INCLUSIVE CRISIS LEADERSHIP 385
excellence leaders during a crisis. Behaviors may include, but are not
limited to, the following (Argenti, 2020; Asare, 2019; Banaji &
Greenwald, 2013; Brown-Glaude, 2009; Conners, 2020; Eberhardt,
2019; Fuller et al., 2020; Garcia-Alonso et al., 2020; Gardner, 2018;
Gigliotti, 2017; Gonzalez & Griffin, 2020; Gose, 2018; McNair et al.,
2020; Moerschell & Novak, 2019; ProInspire, 2020; Russell, 2019;
Russell et al., 2019; Williams, 2020; Zheng, 2020):
(a) Addresses practices, structures, and policies that facilitate
systemic, historical, and institutional inequities: Inclusive
excellence leadership is essential during a crisis because social
inequities and discriminatory policies are exposed to public
scrutiny. Identify and address directly biased, marginalizing,
and discriminatory cultural norms and behaviors. Attention to
policies and overall well-being of the most vulnerable popula-
tions within our units, usually staff and junior faculty, is also
paramount to building a culture of inclusive excellence;
(b) Demonstrates the 4Cs of communication: All messaging must
be clear, concise, consistent, and coordinated across social
media and institutional platforms. Inconsistent and insufficient
communication is the bane of leadership during a crisis. It is
imperative that the manner, content, and frequency of com-
munications are reviewed and vetted appropriately before
dissemination, or a leader runs the risk of causing more damage
to well-intentioned JEDI efforts than if they said nothing at all;
(c) Utilizes data-informed decision-making processes: Utilize
available data to inform and justify strategic decisions that
impact units. In particular, budget cuts, diverse student
enrollment, retention rates, and allocation of funds for
JEDI strategic initiatives are areas where data can best allow
constituents to understand and perceive that there is trans-
parency about decision-making processes;
(d) Serves as a champion for inclusive excellence strategic
initiatives: Use administrative positioning as an unit leader
to openly support social justice, inclusion, and equity efforts
and activities that draw attention to and remedy social
inequities that impact a broad range of constituents of
your community, institution, and academic unit;
(e) Steers clear of performative activism: Actions and deci-
sions must have a tangible and noticeable impact on
diversity, equity, and inclusion (DEI) goals. Crisis man-
agement is not simply about saying the right thing, putting
out the customary statement of support for marginalized
groups, or making the “right” symbolic gestures that speak
to the institutional inclusive excellence strategic goals. It
also involves making real and permanent changes that have
an impact on a unit’s culture and structure; and
(f) Allocates resources equitably and consistently: The COVID-
19 pandemic has had a clear financial impact on the world
economy that burdened many of the most vulnerable groups
on our campus, particularly staff and students. Likewise, the
mental health needs of students, staff, and faculty sky-
rocketed due to the social concerns of police brutality,
transitioning to instruction models for remote learning,
and isolation due to COVID-19. Identifying and addressing
financial, technological, and other barriers to equitable access
to resources and support is a priority for leaders. A broad and
diverse range of perspectives should inform any strategic
decision-making processes regarding resource allocation to
reduce the impact of biases and blindspots, the perpetuation
of historical administrative practices, and overlooking tradi-
tionally marginalized groups.
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Table 2 Behaviors of an Inclusive Excellence Leader in Real-World Scenarios
Behavior
Addresses practices, struc-
tures, and policies that
facilitate systemic, historical,
and institutional inequities
Demonstrates the 4Cs of
communication
Utilizes data-informed deci- A local newspaper runs a story doc- Utilize institutional data sources to
sion-making processes
Serves as a champion for
inclusive excellence strategic keynote lecture at a professional
initiatives
Steers clear of performative
activism
386
Scenario Action
After reflecting on the recommenda- Form a task force to identify, review,
tions from a unit climate study and and provide recommendations to
speaking to a number of faculty and address impactful elements of the
students, you realize that a number of unit’s environment. The task force
policies and practices within your unit should focus on only 1–3 aspects of
are antiquated, gender biased, and the unit (e.g., climate of inclusion,
disproportionally negatively impact promotion and tenure policies, cur-
the experiences of individuals from riculum, etc.) at a time. In addition,
diverse backgrounds. In addition, you recommendations in alignment with
have received complaints about the core unit and institutional missions
unit’s core curriculum having very and priorities should be acted upon in
little representation of contributions of a timely and transparent manner.
scholars from diverse backgrounds in
the course materials.
You are contemplating when and howDo not hesitate to communicate with
to best address a recent event on your constituents. Say something!
campus where students from a his- However, be informed prior to send-
torically underrepresented group, ing out a communication. What were
some from your unit, were involved in
the details of the incident? What can
a racially charged incident involving
you legally or administratively say
campus authorities. about the incident? Time all com-
munications with the most up-to-date
information. Align your communica-
tions with those of others by the
institution. Focus on factual infor-
mation and ground the communica-
tion in the strategic priorities, mission,
and goals of the unit and institution.
Provide updates as new information is
made available and with constituents
who provide feedback on your
communications.
umenting the lack of student ethnic support strategic initiatives and pri-
and racial diversity of the incoming orities. Trend data concerning inclu-
cohort of 1st-year students. You have sive excellence issues such as the
been asked by a student advisory recruitment, retention, and graduation
group and faculty to provide infor- of diverse student populations are
mation and resources to address your easily obtained from the appropriate
unit’s recruitment efforts. administrative units.
You have been asked to provide a Provide a lecture that highlights rel-
evant and practical applications of the
meeting of scholars in kinesiology. principles of inclusive excellence
You decide to focus your lecture on leadership. Contextualize comments
inclusive excellence leadership. to your respective academic unit and
institutional environment. Use evi-
dence-based practices and strategies
as the foundation of comments. In
addition, speak to challenges and so-
lutions to common problems with
sustaining an inclusive environment.
Students and faculty from campuses Clearly outline the purpose of the
across the country are engaging in inclusive excellence communication, mission and priorities of the organi-
social justice marches, initiatives and initiative, or activity to constituents of zation or academic unit allows for a
activities. You feel you must do your unit. Focus on what aligns with clear indication of why the success of
something or be considered apathetic the values, mission, and ethics of the the unit depends on taking a stand for
to the crisis that is impacting your unit. Use the strategic plan and pri-
constituents, particularly those from orities of your institution and unit as diversity, and inclusion; etc. More-
underrepresented groups. the core of your stance.
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Lesson
This is a time to be strategic, inten-
tional, and deliberate with your stra-
tegic decisions. Support and resources
from experts in inclusive excellence
are readily available. The need to
address institutionalized bias and
racism is long overdue. However,
without faculty buy-in, allocation of
necessary resources, and professional
development opportunities that rein-
force messages and actions these ef-
forts are not sustainable.
Saying nothing about a crisis can
leave constituents wondering about a
leader’s commitment to inclusive
excellence and the well-being of fac-
ulty, staff, and students. Conversely,
communicating the wrong sentiment,
perspectives, or simply poor wording
can lead to an extremely negative
reaction from constituents. Use cau-
tion and seek counsel from those with
an inclusive excellence background.
Utilizing data, and more importantly
sharing that data with unit constitu-
ents, allows a leader to demonstrate
that strategic decisions are made in an
informed and deliberate way. The
careful review of available informa-
tion is used to develop impactful and
actionable strategic decisions.
You can use your platform as a leader
to energize others who are willing to
develop the skills to be inclusive
leaders. Your aim should not be to
simply point out the problems or
challenges associated with inclusive
excellence leadership. As a leader you
must present practical solutions that
encourage others to consider the
possibilities and benefits of making
the strategic efforts to build an
inclusive environment.
Grounding activism in the strategic
inclusive excellence; justice, equity,
over, leadership must implement
impactful and permanent changes to
unit processes, practices, and policies.
(continued)
 EQUITABLE AND INCLUSIVE CRISIS LEADERSHIP 387

Table 2 (continued)
Behavior
Allocates resources equita-
bly and consistently
Scenario
You have been asked by faculty to
provide greater transparency of the
budget as well as designate specific
resources for inclusive excellence and
student success initiatives.
Action
Demonstrate transparency of budget-
ary initiatives (e.g., graduate student
stipends, faculty professional devel-
opment support) with your faculty and
staff. Provide an “open forum” style
gathering to discuss budgetary issues
(within appropriate limits). Provide
information and seek questions in
advance from your faculty and staff so
that the conversation is grounded in
the budget.
Lesson
Providing an opportunity for everyone
to review and comment on the budget
allows for a demonstration of trans-
parency, openness, and acceptance of
constructive feedback from constitu-
ents of the unit. In addition, an open
dialog allows for everyone to have an
opportunity to openly discuss future
initiatives relevant to the unit.

Seven Action Steps That Demonstrate Equitable
and Inclusive Crisis Leadership
If it is important to you, you will find a way. If not, you’ll find
an excuse. (Blair, 2012)
This quote by Ryan Blair, motivational speaker, is simplistic
yet powerful in its message: if inclusive excellence is vital to you as
a leader, your actions will demonstrate this more effectively than
any statement or speech you could ever give constituents. It cuts
through the excuses and rationales for not pursuing the plethora of
customary strategic inclusive excellence goals and objectives that
many of our academic units and institutions espouse to have as
priorities. Here, we offer seven action steps for leaders who wish to
navigate better the current dual pandemics impacting our institu-
tions and communities and build a culture within their academic
units that exemplify inclusive excellence. As always, it is important
to contextualize the following recommendations for the respective
setting and strategic priorities (Asumah & Nagel, 2014; Banaji &
Greenwald, 2013; Benn et al., 2020; Chin & Trimble, 2015;
Conners, 2020; Eberhardt, 2019; Fuller et al., 2020; Gonzalez &
Griffin, 2020; Hollins & Govan, 2015; McNair et al., 2020;
ProInspire, 2020; Russell et al., 2018; Smith, 2020; Stewart &
Valian, 2018; Sweeney & Bothwick, 2016; Williams, 2020; Zheng,
2020):
(a) Engage in a comprehensive program review or “audit”
performed by an expert in inclusive excellence. Seek support
from your institution’s office of diversity and inclusion or
similarly focused institutional units to conduct a review of
your unit’s inclusive excellence-oriented resources, environ-
ment, processes, curriculum, and practices. This review
should look specifically at key metrics, policies, practices,
and procedures (e.g., hiring processes, student award and
honors nomination processes, financial package allocation
including assistantships, recruitment practices, curricular
issues, representation of diversity in social media, etc.);
(b) Conduct a climate study, including faculty, staff, and stu-
dents within your academic unit, that seeks information on
critical cultural and structural components including sense
of belonging and welcomeness, prevalence and types of
microaggressions, curricular bias, availability of mentoring,
perspectives of key administrative policies and practices
(particularly for staff), and availability of resources
(e.g., financial, teaching, etc.);
(c) Review your unit’s and institution’s current strategic plan
and evaluate progress toward goals and objectives aligned
KR Vol. 10, No. 4, 2021
with inclusive excellence. Review metrics and alignment
with institutional strategic goals as well as the goals of
prominent professional organizations;
(d) Provide spaces and opportunities for constituents to engage
in critical conversations about inclusive excellence topics in a
safe, empowering, and solution-oriented environment. Work
with experts (e.g., mental health, social activism, etc.) to
prepare for these conversations and experiences and consider
including skilled moderators to ensure all participants feel
included and valued;
(e) Connect to experts and units within local and professional
communities and institutions to provide constituents informa-
tion about and access to resources. Many faculty, staff, and
students are unaware of the accessible options for support found
on many campuses. A prime example is the office offering
psychological and mental health support on campus, where
many services are available at no or deeply discounted costs;
(f) Personally model reflection, emotional intelligence, and self-
care to faculty, staff, and students. Everyone is watching and
judging your performance in a time of crisis. You are not an
asset to your unit if you are burned out, irritable, and fearful
of the future. If this means taking a few vacation days or
simply working remotely from home, do it. You are engaging
in impactful decision-making processes and must be men-
tally, physically, and socially able to fulfill your responsibil-
ities; and,
(g) Support faculty, staff, and students’ participation in activities
and informal “wellness days” to maintain themselves during
these trying times. Staff and students are most vulnerable to
perceiving that taking time away from the office or laboratory
or expressing mental health challenges can be considered
problematic by their advisors and administrators. Leadership
must support, advocate, and demonstrate the practice of self-
care. Everyone has been stressed and impacted by the dual
pandemics of the past year. These crises impact individuals in
various ways. It is imperative that leaders demonstrate
empathy and emotional intelligence as they support faculty,
staff, and students in recovering from the past year. Leader-
ship must build a culture of self-care and resilience going
forward to successfully transition into the “new normal” of
our institutions.
Concluding Comments
In this article, we aimed to illuminate the role of inclusive excel-
lence crisis leadership, specifically JEDI efforts, during and after a
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388 RUSSELL, GONZALES, AND BARKHOFF
crisis in the context of academic leadership. To reach the goal of
providing an equitable and inclusive academic workplace and
culture, a leader needs to possess and understand critical attributes,
behaviors, and action steps (McNair et al., 2020; Russell, 2019;
Zheng, 2020). We outlined twelve key attributes and six key
behaviors of an inclusive excellence crisis leader as well as seven
action steps that demonstrate equitable and inclusive crisis leader-
ship. While they are not meant to serve as exhaustive lists, we hope
to provide a starting point as well as guiding principles in the
pursuit of strategic priorities to develop meaningful steps toward an
equitable and inclusive academic workplace.
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