This study examined perceptions of discourse around gender and race in educational leadership programs. It found that faculty were more likely to discuss these issues if they were female or a minority. However, gender and minority perspectives were still often minimized in coursework. The study also found fault lines between the realities of gender and racial inequities in schools, and the lack of discussion of these topics in leadership preparation programs. It calls for educational administration programs to better incorporate topics of diversity, equity and social justice.

1. Gender and Race in Leadership Preparation: A Constrained Discourse Rusch, E (2004). Gender and race in leadership preparation: A constrained discourse. Educational Administration Quarterly, 40(1),14-46. Session #4: Leadership Challenges: Equity, Justice & Morality

7. Strengths: The descriptions of the participants perceptions of discourse about gender and race in educational leadership. Both qualitative and quantitative data was collected and interpreted. Individuals that are members of the University Council for Educational Administration (UCEA) participated in the study, UCEA members are involved in initiating major reform. Weaknesses: The approach was one sided as the research was only conducted using members of the UCEA, small return from minority faculty made it difficult to verify this perception among minorities. It would have been helpful to provide suggestions on how to begin discussions on gender and race issues. Implications for research and/or practice : In my opinion this research shows that there is more that can be done in regards to gender and minorities and the inequalities that they share. The imbalance of power that gives a select few the options to decide what directions the educational system shall take should no longer be acceptable. Recognizing any and all fault lines is important and imperative to help educators better serve the community. It is time to practice the approaches needed to create better understanding at all levels and no longer be satisfied with discussing change and not seeing the changes.