Abstract
This essay affirms the value of experientially based leadership formation in Doctor of Ministry theological education as a hallmark of developing religious leadership for the African American context. It suggests envisioning leadership practicum goals so students gain intercultural competencies for all ministry contexts. The essay argues it is possible to increase cultural and ethnic literacy, personal formation and development, attitude and values clarification, multiethnic and multicultural social competence, basic ministry skills proficiency, educational equity and excellence, and empowerment for intercultural engagement through focused competency goals. It encourages experiences of cultural disorientation as the context in which students best learn the need to affirm ethnic identity, to be inclusive, to appreciate diversity, and to overcome fear of human diversity. Stated differently, through intentional comprehension of commonalities of human community, DMin students journey more rapidly toward intercultural competence. Keywords: Doctor of Ministry, Intercultural Competencies, Ministry Context, Leadership Formation
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