From Humble Beginnings to Higher Education: Why We Need More ‘Overcomers’ in Leadership
From Grit to Guidance: How Authenticity Transforms Educational Leadership
I didn’t choose education. In many ways, it found me.
My path to becoming a doctor in curriculum and instruction was not a straight line drawn on a career map. It was a winding, often difficult journey that began in a household where resources were scarce and the future was never guaranteed. I grew up with limited resources and support, which meant I was faced with a fundamental choice early in life: I could either be a victim of my circumstances, or I could be the architect of my future.
I chose the latter.
I originally set my sights on healthcare, believing it was the only way to make a tangible difference in the world. But while pursuing my graduate studies, a mentor recognized something in me that I hadn’t yet acknowledged: a natural capacity to reach students who felt invisible. When I was encouraged to pivot into ESL education, it felt like a detour. Today, I know it was my destination.
Now, with over a decade of experience in higher education, I’ve realized that my most important credential isn’t my PhD from Liberty University or my M.S. from King’s College. My most important credential is my grit.
Redefining the Academic Archetype
In academia, we are often pressured to project an image of perfection—the "infallible" expert who has never stumbled. But this is the exact opposite of what our students need.
The greatest challenge in our field today isn’t just a lack of access to digital tools or transportation; it’s a crisis of belonging. We see students from low socioeconomic backgrounds arrive at our doors feeling like they don’t "fit." They look at the Ivory Tower and feel alienated.
This is where leadership requires a shift in philosophy. As leaders, we must move from "gatekeepers" to "guides." I tell my students—and the young women entering this industry—that we are not meant to start off perfect. We are meant to start off real. When we stop trying to blend in to fit a mold that wasn’t built for us, we stop being followers and start leading.
Leading with Authenticity and Humility
Leadership is not about having all the answers; it is about having the courage to say, "I don’t know this yet, but I can figure it out."
I believe in the power of "honoring failure." In my classroom and in my department, I am transparent about my own struggles. If we tell our students that we have never failed, what does that teach them about resilience? Perfection is the enemy of growth. By modeling vulnerability, we show our students that failure is not the end of their story; it is merely proof that they had the courage to try.
My research in educational leadership and experiential learning is driven by a singular goal: to build a bridge for "overcomers." Whether I am designing a new curriculum for a working adult or mentoring a first-generation student, I am working to ensure that their potential is not tethered to their starting point.
A Call to Action for Emerging Leaders
To the women entering this industry—or any industry where you feel like an outsider—stay disciplined and work hard, but never let your path be defined by the doubt of others. Your greatest competitive advantage is your authenticity.
When you live in your own truth, you create space for others to live in theirs. That is how we change the culture of education, and how we turn our personal history into a roadmap for others to follow.
We aren’t just here to teach curriculum. We are here to build character. We are here to ensure that every student who enters our world leaves knowing that they, too, are an overcomer.
