The purpose of this paper was to identify and address the higher education leadership challenges in facilitating culturally sensitive leadership behaviors and attitudes following the 9/11 terrorist attacks in the United States. The 9/11 attacks set a global precedent of cultural stereotyping of minorities in professional and academic domains. It is imperative that educational and organizational leaders identify marginalization and cultural stereotypes in their professional contexts to mitigate the negative effects impacting students and colleagues in learning and work performance. The findings in this paper have been extracted from the author's dissertation research study. Four key components of effective leadership practice and behavior were identified to assist and enable leaders to perform intuitively and responsibly. This paper also challenges current leadership practices in Higher Education that do not factor in culturally insensitive misappropriations to rise up to the challenge of becoming self-aware and leading from an empathetic and intuitive mode of conduct.
(Based on author's dissertion research study)