TY - CHAP AB - Abstract Purpose of this chapter is to explore Afrocentric mentoring models of individuals in higher education. In this chapter, leadering will refer to mentoring and the influence upon followers and why and how activities and objectives are to be achieved. Issues of race, social class, disability, gender, sexual orientation, age, and geographic location play a role in faculty and leader faculty leadering. Literature review was used in investigating the phenomenon of faculty leadering from the perspectives of cross-cultural faculty leadering relationships within the field of education and Afrocentric faculty leadering models. Afrocentric philosophy, Indigenous wisdoms, and also the cultural traditions and perspectives of peoples of African heritage are assumed to offer a helpful foundation toward a nuanced explanation of culturally relevant faculty leadering within the faculties of education. A faculty leader to demonstrate professional behaviors and actions that will assists staff in professional socialization in higher education. Racism and other forms of oppression experienced by Black and other marginalized youth in societies cause many to develop fatalistic attitudes about themselves, their education, and their future. African-centered faculty leadering models should be rooted within philosophies, cultures, and principles that apply theories to praxis, unique locally and globally. VL - 17 SN - 978-1-78756-065-9, 978-1-78756-064-2/2055-3641 DO - 10.1108/S2055-364120190000017008 UR - https://doi.org/10.1108/S2055-364120190000017008 AU - Mahlangu Vimbi Petrus ED - Jaimie Hoffman ED - Patrick Blessinger ED - Mandla Makhanya PY - 2019 Y1 - 2019/01/01 TI - Afrocentric Mentoring Models of Marginalized Individuals in Higher Education T2 - Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion T3 - Innovations in Higher Education Teaching and Learning PB - Emerald Publishing Limited SP - 103 EP - 116 Y2 - 2024/04/20 ER -