Leaders of Tomorrow: Tackling Inequality

This minor examines the ways in which social inequality begets educational inequality, and the potential inclusive leadership has to tackle social inequality by empowering others. Moreover, rather than taking a passive stance by waiting on assigned leaders, this course explores the potential of emergent leadership in tackling social inequality in higher education.

The course will review some of the main academic debates on the nature of links between social and educational inequality. Students will engage in these debates by studying classic and contemporary theories and research that considers several different points of view on the current state of higher education: that of the students who apply to and attend college, that of colleges and universities, and that of society at large. Students will come to recognize the structural forces of social and educational inequality and how those forces contribute to unequal opportunities, experiences, and achievement outcomes for students along lines of ethnicity, class, gender, and other identity markers.

Moreover, students will get the opportunity to put their knowledge into action by participating in a mentor- mentee program that is aimed at preparing historically underrepresented high school students for their transition into higher education.

This minor is based on the Service Learning approach, which is an educational approach that combines in- class learning with student involvement in the community. In class, you will learn about topics such as social inequality, the psychology of belonging, biases, and inclusive & emergent leadership. After accumulating this knowledge, you will put this into practice during the mentor-mentee sessions with high-school students. This course makes use of lectures, seminars, fieldwork, and experiential learning methods.

Four important elements are part of this minor:

1. Theory: During the lectures important theories will be explained regarding social inequality, inclusive and emergent leadership, and learning methods.
2. Preparation: Training will be provided about, for example, mentoring, creating safe spaces, opening up to different world views. This will also help learn more about yourself. In this phase the personal learning goals will be defined.
3. Experience: The actual interaction with your mentee. A mentor-mentee experience based on mutual respect and relationships.
4. Reflection: This will start early on in the minor and focusses on understanding your mentee, analysing and evaluating your own position and creating mutual understandings.

At the end of this minor students are able to:

• explain what social inequality entails and what its consequences are for education;
• understand and critically reflect on the experiences of those that are impacted by social inequality in an educational context;
• explain the importance of inclusive leadership in tackling social inequalities;
• explain and use skills (i.e., empathy, collaboration, communication, and emergent leadership) that are necessary for a mentor-mentee relationship to guide a high-school student through their preparation for the transition into higher education;
• reflect on your personal worldviews and how these might differ from the worldview of others;
• reflect on your mentoring experience and growth in skills and how this has shaped your understanding of the experiences of those that are impacted by social inequality in an educational context.

Additionally, personal learning goals will be created during the minor.

Requirements:

1. Students should have acquired at least 120 ECs.

2. Student should be able to understand at least basic Dutch. For this reason we do not accept students without sufficient knowledge of the Dutch language or culture.

3. Flexibility: This is a full-time minor, and the collaborative nature of the program requires committed attendance and a flexible attitude throughout the entire process.

Attendance, participation and preparation is required for all mandatory sessions. Absent sessions are considered not only those where a student is not physically present but also failing to show adequate level of participation and preparation. For each of these three criteria the student can receive a warning without repercussions.
Not attending mandatory sessions results in the following repercussions:

• One or two absent sessions: Warning
• Three absent sessions: Result of 0% for the Professional Conduct in the course (weight is 10%)
• Four or more absent sessions: Failure of the minor (result = F)

Teaching Methods:
This minor is based on the Service-Learning approach, which is an educational approach that combines in-class learning with student involvement in the community. In class, you will learn about topics such as social inequality, the psychology of belonging, biases, and inclusive & emergent leadership. After accumulating this knowledge, you will put this into practice during the mentor-mentee sessions with high-school students. This course makes use of lectures, seminars, fieldwork, and experiential learning methods.

• Lectures/Seminars
• Workshops and Skills Training
• Mentor-mentee sessions
• Intervision and feedback sessions

Teaching Materials:
A reading list will be made available which will focus on the theory-part of the course.

Method of examination:
Examination is based on written assignments (learning portfolio and personal reflection) as well as presentations.

Composition final grade:

• Professional Conduct (10%) – no resit
• Learning portfolio (40%) – resit possible
• DEI project (25%) – no resit
• Personal reflection (25%) – no resit