Patrick cites anti-Black racism, underrepresentation and exclusion of Black students from education systems as factors that led to the creation of his BCSE. He sees his BCSE’s work —centering Afrocentric values, fostering collective leadership, and sustaining community-based initiatives—as a collective, and restorative commitment to elevate the Black community. For him, cultural education is an act of reclamation essential to sustain Black identity and belonging. 

He therefore views culture as a living resource that restores what slavery, colonization, and institutional barriers have erased. Patrick remains convinced that dismantling educational gatekeeping is necessary to allow Black students to bring their histories and lived realities into schools and communities. Patrick frames leadership as collective, culturally grounded, and accountable to community uplift rather than pursuit of leaders' personal status. For him, leadership distributes responsibility across generations and genders, prioritizes mentorship, and prepares successors. He finally calls for addressing sexism and the marginalization of Black women to advance collective progress.