Date of Award

Spring 4-30-2023

Document Type


Degree Name

Doctor of Education (EdD)


Organizational Leadership

First Advisor

Dr. Jeffrey Lee

Second Advisor

Dr. Cherilynne Hollowell

Third Advisor

Dr. Timothy McCarty


Purpose: The purpose of this ethnographic study was to identify and describe how CCC EOPS leaders are culturally responsive in their leadership strategies, based on Horsford et al.’s (2011) culturally relevant leadership framework.

Methodology: This qualitative ethnographic study identified and described culturally responsive leadership techniques among 16 CCC EOPS leaders. Participants were purposefully chosen based on a predetermined set of criteria for the study. The researcher collected two types of data to gain firsthand knowledge of CCC EOPS leaders’ lived experiences. Data was captured using web-based semi-structured interviews and artifacts, which were subsequently coded and analyzed to identify themes and findings.

Findings: Data analysis led to nine major findings and one unexpected finding based on common themes of culturally responsive practices and techniques used by CCC EOPS leaders. Major findings were divided into four dimensions from the culturally relevant leadership framework; professional duty, personal journey, pedagogical approach, and the political context. Findings revealed that CCC EOPS leaders commit to cultural responsiveness by leaning on their journey of self-reflection, life experiences, and the intersection of multiple individual identities and by leveraging these experiences to be mindful of students’ diverse needs and to ensure voices of underrepresented populations are heard.

Conclusions: Grounded in the literature and supported by the findings of this study, ten conclusions were drawn to help gain insight into the culturally responsive leadership practices and strategies CCC EOPS leaders used to cultivate inclusive and engaging environments within their institution.

Recommendations: Additional research is recommended to broaden the landscape of awareness and understanding of culturally responsive leadership practices and strategies educational leaders use. Considering this study was part of a larger thematic group that examined culturally responsive leadership among CCC leaders, a meta-analysis to identify common culturally responsive leadership strategies used by the six categories of community college leaders is recommended. It is also recommended that this research be replicated with the EOP leaders from the CSU and UC sectors to extrapolate the findings and the replication of this study to investigate the cultural agility of CCC leaders in fostering inclusive and engaging environments.