Effective military organizations require both ethical leadership and interagency cooperation. In the interconnected world of today, where military operations frequently involve collaboration between multiple nations, agencies, and organizations, the ability to work effectively across cultural, social, and organizational boundaries has become increasingly crucial. With its rich history and tradition of excellence, the United States Military Academy at West Point serves as a model for developing ethical leaders capable of navigating these complex challenges.
West Point’s enduring dedication to fostering character, cultural appreciation, and understanding among its students has played a significant role in advancing diversity and inclusivity within the academy. Over the years, West Point has gone a long way in terms of producing a diverse and highly skilled group of graduates who are well-equipped to handle the demanding tasks that modern military operations entail. One may look at the legacy of Henry O. Flipper, the first Black graduate of West Point, who persevered and enjoyed a successful career as a civil engineer and political advisor, despite facing substantial challenges during his time at the academy (O’Gan, 2022). With a combination of rigorous academic programs, comprehensive character development initiatives, and culturally relevant experiences, West Point continues to evolve with the times in cultivating leaders that possess the skills, knowledge, and values essential for thriving in an increasingly diverse and globalized military environment.
This paper aims to synthesize the existing literature on West Point’s initiatives in the areas of ethical leadership and interagency cooperation, focusing on the academy’s efforts to recognize and address the diverse cultural and socioeconomic circumstances of its students, promote cultural relevance and diversity, and value diversity as a means of improving service loyalty. By examining these initiatives and the lessons learned from West Point’s experiences, this paper seeks to provide valuable insights for other institutions striving to develop ethical leaders capable of interagency cooperation in today’s complex, globalized world. Through a comprehensive analysis of the literature, the paper will highlight key strategies, best practices, and potential challenges, ultimately offering guidance for military organizations seeking to enhance their own leadership development programs and foster a more diverse, inclusive, and cohesive force.
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Historical Summary
The existing literature demonstrates the significance of culturally relevant education for academic success. Ladson-Billings (1995a) discovered that successful African American educators were dedicated to fostering a learning community, ensuring the success of each student, demonstrating a passion for teaching, and encouraging curriculum-related critical thinking. Ladson-Billings (1995b) proposed a culturally relevant pedagogy philosophy that satisfied three criteria: academic development, support for cultural competence, and the development of critical consciousness. Culturally competent educators examine student-teacher relationships, curricula, schools, and society. This method of instruction requires educators to recognize and appreciate the cultural backgrounds of their students and to incorporate this knowledge into their teaching practices. Teachers can create a more inclusive and equitable learning environment for all students by taking this action.
Bemak et al. (2005) introduced the Empowerment Groups for Academic Success (EGAS) strategy to prevent high school failure among at-risk African American students in urban settings. EGAS facilitates the development of mutually supportive relationships between students, based on the premise that individuals can draw strength from one another when confronting adversity. The EGAS approach has the potential to improve attendance, study habits, aspirations, disciplinary referrals, and academic performance through the exploration of interpersonal relationships, discrimination, self-worth, anger, sadness, loss, behaviors, family relationships, hopes, sexuality, and the future. EGAS provides a secure and confidential environment for students to share their experiences and emotions with their peers, fostering empathy and comprehension. By fostering emotional intelligence and social skills, EGAS provides students with valuable tools that can have a positive effect on their personal and academic lives.
Buxton (2005) conducted an ethnographic study of a science and mathematics school in an urban setting to examine how the interaction of individual and structural cultural productions shaped a culture of academic success. Given the underrepresentation of these students in gifted education, Tomlinson and Jarvis (2014) sought to determine how teachers and schools contributed to the academic success of minority students with high potential from disadvantaged backgrounds. The findings indicate that teachers and schools can influence student achievement positively. In addition, the study revealed that teacher expectations, supportive school environments, and access to challenging curriculum were crucial for the academic achievement of these students. To identify effective strategies for identifying and supporting high-potential students from disadvantaged backgrounds, additional research is required.
Green (2020) emphasized the significance of educating nursing faculty about the factors that influence the academic success of students of diverse ethnic backgrounds. By understanding the dynamics of low-income areas and cultural, linguistic, gender, age, and religious differences, nursing faculty are better able to recognize, embrace, and support the strengths of these students. Kofoed and McGovney (2019) examined the influence of same-gender or same-race mentors on career choice in the United States Army. The findings suggest that mentors of the same gender or race can have a significant impact on military career choices. Individuals’ career paths can be positively affected by diversity and representation in mentorship programs, according to the study. In addition, the findings may have implications for other industries and organizations attempting to increase workforce diversity and inclusion.
The development of culturally relevant literacy instruction at West Point West Point plays an essential role in addressing the challenges faced by diverse Army groups. Efforts to increase the inclusiveness of the Army have highlighted the significance of culturally relevant literacy instruction at West Point. Incorporating cultural relevance into the curriculum at West Point is the initial step toward achieving professional excellence in the Army. By increasing culturally relevant literacy instruction, West Point promotes equal access to educational opportunities for all students. This not only improves their understanding of various cultures, but also enables them to navigate complex situations in a globalized world more effectively, thereby making them more effective Army leaders. This approach ultimately prepares graduates to serve with respect and understanding in diverse environments, which is essential for the success of modern military operations.
According to Mueller and Mazur’s (1996) study on facial dominance and career success among West Point cadets, physical characteristics should be incorporated into models of status attainment. McNally et al. (1996) present a methodology for teaching organizational leadership to cadets at West Point Military using a “full range leadership model” that offers various tools for decision-making, problem-solving, and team building. Franke’s (2000) study examines the effect of West Point’s military socialization on cadet identity, with USMA socialization increasing cadets’ identification with military reference groups and warriorism scores. Overall, these studies emphasize the significance of leadership and socialization in military education, highlighting the need for a comprehensive approach that combines both theoretical models and practical experiences to prepare future military leaders. This strategy can assist in the development of not only technical skills, but also character traits such as resilience, adaptability, and ethical decision-making.
Given the historical struggles of African American cadets at West Point, such as Flipper, whose struggles against racism resulted in a false accusation that abruptly ended his military career but was later reversed through a posthumous pardon pursued by his descendants (O’Gan, 2022), culturally relevant and inclusive literacy instruction cannot be overemphasized. The efforts of West Point to ensure culturally relevant literacy instruction and classroom inclusivity increase the understanding of diverse groups within the Army and their ability to make informed decisions that reflect the Army’s core values of respect, dignity, and inclusion. This can result in a more cohesive and effective military that is more representative of the diverse communities it serves.
Addressing Diversity and Ethical Development for Effective Leadership
West Point’s success in producing outstanding graduates is a result of its sensitivity to the various cultural and socioeconomic circumstances its students face. To cultivate well-rounded, ethical leaders capable of interagency cooperation, the academy acknowledges that it must address the specific challenges and requirements of its diverse student body. West Point’s commitment to diversity and inclusion enables it to provide its students with a supportive environment, which fosters their academic and personal development. By recognizing and addressing the diverse backgrounds of its cadets, West Point is able to produce graduates who are prepared to lead in a world that is complex and constantly changing.
Both Offstein and Dufresne (2007) and Rufolo (2007) emphasize the importance of implementing effective policies and practices for ethical development. They argue that organizations should prioritize promoting values-based decision-making, establishing behavior monitoring systems, and providing training and resources to support ethical conduct. These strategies ensure that students are not only aware of ethical principles but also have the tools and guidance necessary to make ethical decisions in complex situations. By prioritizing decision-making based on values, organizations can foster an institution-wide culture of ethics. This can result in increased credibility and trust among stakeholders, as well as improved outcomes for the organization and society.
In addition to emphasizing ethical development, West Point has worked to foster a supportive environment for all cadets, with a focus on individual and institutional development. Lewis (2020) and Forest (2005) highlight the academy’s initiatives to promote an inclusive culture, such as offering mentorship programs, leadership development opportunities, and resources to help students from diverse backgrounds. By fostering a supportive and inclusive environment, West Point ensures that all cadets have access to the resources and opportunities necessary to realize their full potential. The diverse ethnic, racial, and socioeconomic composition of West Point’s student body reflects the institution’s commitment to diversity. West Point is preparing its cadets to lead in a global society that values and celebrates differences by promoting diversity and inclusion.
Kamarck (2019) provides an exhaustive analysis of diversity, inclusion, and equal opportunity in the armed services, highlighting the importance of policies and programs supporting diversity and inclusion for attracting, recruiting, and retaining top talent. The report suggests that by fostering a diverse and inclusive environment, military institutions can ensure access to the most qualified candidates, who bring diverse skills, experiences, and points of view to the organization. In addition, Kamarck argues that promoting diversity and inclusion in the military can improve operational effectiveness and readiness by enhancing decision-making processes, fostering innovation, and strengthening relationships with local communities. To ensure the long-term success of their organizations, military leaders must therefore place a high priority on diversity and inclusion initiatives.
Kofoed and McGovney (2019) provide additional evidence of the effect of same-gender or same-race mentors on career decisions, emphasizing the importance of a sense of belonging, comfort, and mentorship in fostering success among people from diverse backgrounds. When individuals have access to mentors of the same gender or race, they are more likely to feel supported and understood, which can have a positive impact on their career decisions and the overall success of the organization. The study also suggests that organizations should actively seek to diversify their mentorship programs in order to ensure that individuals from underrepresented groups have access to mentors who can provide them with the necessary support and guidance to succeed in their careers. This can lead to a more diverse and inclusive workplace culture, which is advantageous for all parties involved.
Recognizing the cultural and socioeconomic diversity of students is essential for the development of ethical leaders capable of interagency collaboration. West Point’s commitment to promoting ethical development, fostering a supportive and inclusive environment, and providing resources and mentorship for students from diverse backgrounds serves as a model for other military institutions and organizations that seek to develop well-rounded, effective leaders. By recognizing and valuing the differences among students, West Point is able to foster a collaborative and respectful learning environment. This method not only prepares students for successful military careers but also equips them with the skills necessary to navigate future diverse workplaces and communities.
US Military Academy. Image Source.
Cultural Relevance as a Gateway to a Diversity of Perspectives
Research works by Forest (2005), Lewis (2020), LaCroix and Kuehl (2019), and Carrell et al. demonstrate the crucial role cultural relevance plays in shaping future Army leaders (2019). Emphasizing cultural relevance in educational and training environments not only increases cadets’ exposure to a variety of perspectives and experiences but also fosters a number of essential positive outcomes for effective leadership. These outcomes include improved communication skills, greater empathy and understanding for diverse groups, and the ability to navigate complex cultural situations effectively. Therefore, cultural relevance must be incorporated into Army leadership development programs to produce effective and inclusive leaders.
These studies highlight several benefits of cultural relevance, such as increased empathy and acceptance of minority groups, enhanced problem-solving skills due to diverse perspectives, and more effective leadership. By cultivating an appreciation for diverse cultures and experiences, military organizations can cultivate leaders who are better equipped to navigate the complexities of an increasingly interconnected world. Moreover, promoting cultural relevance in the military can also lead to improved communication and understanding with international partners and allies, thereby bolstering diplomatic ties and promoting global security. Embracing diversity can also improve recruitment and retention rates, as people from diverse backgrounds may feel more valued in an inclusive environment.
These studies highlight several benefits of cultural relevance, such as increased empathy and acceptance of minority groups, enhanced problem-solving skills due to diverse perspectives, and more effective leadership. By cultivating an appreciation for diverse cultures and experiences, military organizations can cultivate leaders who are better equipped to navigate the complexities of an increasingly interconnected world. Moreover, promoting cultural relevance in the military can also lead to improved communication and understanding with international partners and allies, thereby bolstering diplomatic ties and promoting global security. Embracing diversity can also improve recruitment and retention rates, as people from diverse backgrounds may feel more valued in an inclusive environment.
Incorporating language and cultural training into military education and professional development programs can help bridge communication gaps, reduce the likelihood of miscommunications and conflicts, and foster a greater appreciation for cultural differences. This comprehensive approach to training enables military leaders to forge stronger relationships with their foreign counterparts, thereby enhancing the efficacy of joint operations and fostering a more cohesive global military community. Additionally, it can lead to enhanced mission success and the formation of long-term alliances with allies and partners. By investing in language and cultural training, military personnel can gain a deeper understanding of the local populace, which can ultimately aid in the accomplishment of mission objectives.
In conclusion, cultural relevance is an important gateway to a diversity of perspectives, enabling military organizations to develop well-rounded, empathetic, and competent leaders. By embracing cultural relevance and incorporating language and cultural training into their programs, military institutions can foster an environment that cultivates future leaders adept at navigating the challenges of an increasingly diverse and globalized world. These leaders will be in a stronger position to engage in interagency cooperation, forge stronger relationships with international partners, and contribute to the overall success of joint military operations.
Afghan soldiers holding position during a joint operation in Kunduz Province, Afghanistan conducted by USSOF, Afghan Nationa Army, and German PRT infantry forces. 4 November 2009 (Source)
Valuing Diversity and Improving Service Loyalty
Kamarck (2019) emphasizes the importance of valuing diversity in the military as a means of boosting loyalty and duty commitment. Acceptance of diversity within the armed forces not only ensures that the military accurately reflects the society it serves, but also fosters a more inclusive, understanding, and efficient organization that is better equipped to face the complex challenges of the modern world. By fostering a sense of belonging and acceptance, military institutions can create an environment in which people of all backgrounds feel valued and respected, which can increase their loyalty and dedication to the organization and its mission. In addition, embracing diversity within the armed forces can improve cultural competence and communication skills among military personnel, both of which are essential qualities in today’s globalized world. It can also attract a larger talent pool and enable the military to recruit from a broader range of backgrounds, thereby enhancing the organization’s capabilities.
Liggans et al. (2019) and Hoang et al. (2022) provide evidence that inclusive leadership practices impact organizational justice, leadership trust, and organizational commitment positively. These studies indicate that leaders who actively promote diversity and inclusion are more likely to foster an environment in which employees feel their contributions are valued. This sense of organizational justice can foster greater trust in leadership and a deeper commitment to the organization, resulting in a more cohesive, motivated, and effective workforce. Additionally, promoting diversity and inclusion can result in a broader range of perspectives and ideas, which can lead to more innovative problem-solving and improved organizational decision-making. Ultimately, this can result in enhanced performance and market advantage.
Moreover, Hajjar’s (2020) autoethnography demonstrates that the military can provide numerous minorities with opportunities for skill development and economic stability, thereby facilitating their social mobility. By providing access to education, training, and career advancement, the military can serve as a crucial stepping stone for individuals from disadvantaged backgrounds who would have few other opportunities for upward mobility. As these individuals grow and advance in the military, they contribute valuable perspectives, experiences, and abilities that can enhance the organization’s overall effectiveness and foster a greater appreciation for diversity. In addition, the military can give those who felt excluded or unsupported in civilian life a sense of purpose and belonging, resulting in increased confidence and self-esteem. This may enhance their personal and professional lives. In addition, military service can equip individuals with transferable skills applicable to civilian careers, such as leadership, teamwork, and problem-solving. They can be more competitive on the job market and have more opportunities for advancement with these skills.
To reap the full benefits of valuing diversity and enhancing service loyalty, military organizations must consciously promote inclusive policies and practices. This may involve implementing diversity training programs, promoting mentoring and networking opportunities for individuals from diverse backgrounds, and actively recruiting and retaining a diverse workforce. By fostering a culture of inclusion and respect for diversity, military institutions can construct stronger, more loyal, and more effective organizations that are better prepared to face the complex challenges of today’s globalized world. Promoting diversity in the military can also improve relations with allies and partners, as it demonstrates a commitment to equality and fairness, which are values that many nations around the world hold in high regard. This can result in increased cooperation and collaboration on joint military operations and other projects.
Enhancing Ethical Leadership and Interagency Cooperation at West Point through Culturally Relevant Education: Ways Forward
West Point has made significant progress in promoting ethical leadership and interagency cooperation by emphasizing culturally relevant education and addressing the diverse needs of its student body. These efforts have produced a more inclusive and collaborative learning environment that better prepares cadets to navigate complex cultural and ethical challenges as future military leaders. To maintain West Point’s position at the forefront of ethical leadership education, however, continued investment in these initiatives is required. West Point can improve its efforts by adopting a few strategies that capitalize on its existing strengths and the findings of relevant literature.
- Expanding Inclusive Mentorship Programs: Using the research of Kofoed and McGovney (2019), West Point can expand its mentorship programs to ensure that all cadets have access to mentors of the same gender or race. This will foster a sense of belonging and support, positively influencing career decisions and the organization’s overall success while fostering interagency cooperation.
- Strengthening Values-based Decision-making Training: Offstein and Dufresne (2007) and Rufolo (2007) stress the significance of promoting values-based decision-making in training. By incorporating ethical principles and interagency collaboration skills, West Point can develop additional training programs and resources to assist cadets in navigating complex, culturally diverse situations.
- Encouraging Diversity and Inclusion Research: As Kamarck (2019) emphasizes the significance of policies and programs supporting diversity and inclusion for talent recruitment and retention, West Point can encourage and fund research that examines the effect of diverse and inclusive environments on ethical leadership and interagency cooperation.
- Enhancing Cultural Competency Education: Building on the work of Lewis (2020) and Forest (2005), West Point can further develop its curriculum to include more culturally relevant content and immersive experiences that expose cadets to diverse cultures, thereby fostering greater cultural competence and empathy among future leaders.
- Collaborating with External Organizations: West Point can establish partnerships with external organizations, such as other military academies, government agencies, and non-governmental organizations (NGOs), to share best practices and resources in culturally relevant education and ethical leadership development.
- Assessing and Adjusting Policies and Practices: Using the insights from Liggans et al. (2019) and Hoang et al. (2022), West Point can periodically assess the efficacy of its policies and practices relating to diversity, inclusion, and ethical leadership, making any necessary adjustments to ensure continuous improvement.
By adopting these strategies, West Point can strengthen its commitment to ethical development, inclusion, and culturally relevant education, thereby enhancing its capacity to produce well-rounded leaders capable of interagency cooperation in the increasingly diverse and global nature of modern military operations. This strategy will not only benefit the institution but will also contribute to the larger objective of creating a more inclusive and diverse military. West Point can serve as a model for other military institutions and organizations if it prioritizes diversity, inclusivity, and ethical leadership.
Conclusion
Other institutions seeking to develop ethical leaders capable of interagency cooperation can learn from West Point’s efforts to cultivate character, cultural appreciation, and cultural understanding. The literature reviewed in this paper highlights several key insights and suggests potential growth and improvement avenues:
- The Importance of Ethical Development Policies and Practices: Establishing effective policies and practices for ethical development, such as promoting values-based decision making, creating systems to monitor behavior, and providing training and resources to support ethical behavior, is crucial for developing future leaders who can navigate complex challenges in a diverse global context. The story of Flipper’s tenacity in the face of racism during his time at West Point and throughout his military career, as well as the stories of others who have endured the same, are instructive for the academy’s direction of ethical development. These lessons can aid in fostering a culture of ethical leadership that places a premium on honesty, accountability, and diversity. West Point can produce leaders who are not only competent but also morally upright and socially responsible by instilling these values in cadets.
- Fostering Supportive and Inclusive Environments: Creating a supportive and inclusive environment for all cadets is crucial for individual and institutional growth, promoting equity and diversity, and ensuring that all members have the resources and opportunities necessary to reach their full potential. This can be accomplished by implementing policies and practices that promote diversity, equity, and inclusion, such as providing cultural competency training, creating safe spaces for marginalized groups, and actively recruiting a diverse group of cadets. Additionally, it is essential to assess and evaluate the efficacy of these efforts on a regular basis to ensure that they meet the needs of all members.
- Enhancing Cultural Competence and Relevance: A focus on cultural relevance in education and training exposes students to diverse perspectives and experiences, promotes greater camaraderie among cadets, and fosters tolerance and an appreciation for minorities. This allows them to engage in interagency collaboration more effectively. In addition, cultural competence and relevance in education and training are necessary for military personnel to operate effectively in diverse environments and to establish relationships with local communities during deployments or missions. It also aids in preventing misunderstandings and conflicts that may result from cultural differences.
- Expanding Language and Culture Training: Language and culture training can aid in enhancing interagency cooperation and fostering greater cross-organizational understanding and collaboration during joint military operations. This type of training can also result in increased cultural sensitivity and awareness, which can help prevent culturally based misunderstandings and conflicts. Ultimately, it can increase the efficiency of joint military operations and foster a more harmonious working environment.
- Valuing Diversity and Service Loyalty: Valuing diversity and promoting service loyalty can improve recruitment and retention of top talent, uphold societal values, and promote service loyalty and dedication in the armed forces. This results in a more diverse, inclusive, and cohesive force that more accurately reflects the society it serves and is better equipped to address complex issues. Additionally, valuing diversity and service loyalty can improve the overall effectiveness of the armed services by fostering a culture of respect, collaboration, and innovation, which can result in improved decision-making and problem-solving skills. Ultimately, this can lead to improved mission success and national security outcomes.
The lessons learned from West Point’s efforts to foster character, appreciation, and cultural understanding can serve as a valuable guide for other institutions seeking to cultivate ethical leaders capable of responding skillfully to the diverse challenges of the modern era. By embracing cultural relevance, valuing diversity, and fostering service loyalty, military organizations can create a more diverse, inclusive, and cohesive force that is better equipped to address the complex global issues of the present day. Not only will the implementation of these strategies ensure the continued success of West Point, but it will also serve as a model for other institutions seeking to develop the next generation of ethical, collaborative, and culturally competent leaders.
simulation marksmanship training at US Military Academy. Image Source.
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Major Robert “Bobby” Ali currently serves as an Interagency Fellow with the Department of Labor. During his career, Major Ali has served within the United States Military Academy, 1st Infantry Division, 2nd Stryker Cavalry Regiment, the 10th Mountain Division, 7th Signal Command, 8th Theater Support Command, and most recently the Human Resources Command. He holds an M.A. from Webster University, M.A. from Liberty University, and an M.A. from the Naval War College. He is currently a doctoral student at Liberty University.
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