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Letters to My 25-Year-Old Self

This chapter on leading equitable and inclusive change in higher education takes the form of three letters the author writes to her 25-year-old self. The epistolary style lends itself to a narrative conversation that can transcend time and identity, reflecting nearly three decades of professional experience. The letters speak to not only the author's former and much younger self, but to a generation of emerging higher education professionals who can draw upon these experiences to further their own work in educational equity. The letters are a way to both convey lessons learned and to provide perspective on the importance of authentic and substantive engagement in social justice now and in the future. Topics discussed include finding voice, framing/reframing views on culturally conscious leadership, and reimagining leadership. The chapter concludes with recommendations for emerging leaders on how to make meaningful and sustained impact on social justice and equity.