Case 12.3: Inclusive Leadership During a
Crisis
Case Synopsis and Analysis
Black Lives Matter. This case outlines how the terrible loss of life of another Black man led
to changes at a large mid-Western university. Samuel DuBose was an unarmed Black man
who was pulled over for not having a license plate on the front of his car and his license was
suspended. During the stop, he was fatally shot and killed by a University of Cincinnati
campus police officer.
This killing led to protests both on campus and off campus and included students, faculty,
staff, and community members. Students formed a group called the “Irate 8” and demanded
change. The vice president for equity, inclusion, and community impact at the University of
Cincinnati was named Dr. Bleuzette Marshall. She found herself at the center of this very
difficult and traumatic time in the university’s history.
By utilizing Inclusive Leadership principles, she began to meet with the Irate 8, the
president’s cabinet, faculty, community members, and the like. Dr. Marshall quickly realized
that this was not just about a single, horrible, avoidable event, but rather about an ongoing
Learning Objectives:
• Students will understand the concept of Inclusive Leadership and how it works.
• Students will apply the constructs found in Figure 12.1.
Answers to Questions in the Text:
1. What inclusive leadership behaviors as identified in the Model of Inclusive
Leadership (Figure 12.1) does Dr. Marshall exhibit in her role?
2. In what ways do you practice these inclusive leadership behaviors in your interactions
with others? In what ways could you practice these behaviors in the future?
3. Active listening is an important theme in this case. Dr. Marshall mentions the
importance of listening and learning from others multiple times. Why is it often
difficult for us to really listen and understand others?
It is often difficult for people to listen to conflicting or alternative viewpoints due to
bias and their chosen world view. Confirmation bias is a construct whereby people
4. What one thing can you do moving forward to enhance your active listening skills?
Practice. Students should practice active listening such as: provide eye contact in the
interaction, take notes during or immediately after, have probing questions ready in
Potential Teaching Approaches:
Below is a way to structure a class, based on Inclusive Leadership and Case Study 12.3:
• Lecture on the Inclusive Leadership.
• Ask students to read Case 12.3.
Exercises for This Case Study:
Northouse, Leadership 9e
SAGE Publications, 2021
1. Ask students to Google stories that are similar this situation in the last five years.
Place them into groups and ask students to create lists of similarities and differences
within the stories. What sorts of changes occurred in those communities, if any? Do
they see any circumstances of Inclusive Leadership? Which ones? Explain.
2. Black Lives Matter is a movement, a philosophy, and an activist group. Align each
level of Figure 12.1 (antecedents, behaviors, and outcomes) with a portion of the
BLM model. What things do both have in common? What are some differences? How
did BLM become politicized? Is the BLM movement meant to polarize or unite?
3. In a personal essay (250-300 words), ask students to reflect on the Black Lives Matter
movement (or a similar group of their choice). How does this group seek to create a
more inclusive world? What things should the group do to increase visibility? How