To Disrupt or Not to Disrupt? Redefining Equitable International Education Through Respectful Disruptive Leadership

Abstract

This qualitative narrative inquiry examines how Respectful Disruptive Leadership (RDL) can address the persistent underrepresentation of Black American students in international education, particularly study abroad programs. Despite some outreach efforts, systemic financial, cultural, and institutional barriers continue to limit Black student participation, highlighting the need for leadership approaches that actively dismantle exclusionary structures. This study explores how higher education leaders implement RDL strategies to create equitable access to global learning opportunities. Guided by two research questions, this study investigates: (1) how higher education practitioners employ RDL to expand access for Black American students, and (2) what leadership interventions effectively challenge and transform exclusionary practices. semistructured interviews with equity-focused higher education leaders provided insights into leadership behaviors shaping study abroad access. Thematic analysis identified patterns in disruptive leadership, leading to the refinement of seven core RDL behaviors. Findings contribute to leadership theory and practice by offering a systematic framework for higher education leaders and policymakers to advance inclusive international education policies. This research provides actionable strategies to ensure marginalized student populations can equitably engage in global learning opportunities.