Informed by Foucault's analytics of power, this critical discourse analysis focuses upon the discursive construction of minority and low-income family identities, primarily using text from interviews of Texas school leaders within the neoliberal context of No Child Left Behind (NCLB). Qualitative content analysis was used to discover whether the discourses of school leaders, through their construction of minority and low-income family identities, supported or countered ideologies of racism and/or classism. The analysis revealed that school leaders discourses both support and counter classism and racism. The themes of the dominant discourse were congruent with marketplace ideological presumptions of choice, individualism, meritocracy, and a level playing field. Induced by multiple power/knowledge relations, the dominant discourse of school leaders constructed deficit identities for low-income and minority families. There was also a counter discourse, drawing from a subordinated discourse of systemic inequities and social justice, that contested and resisted the construction of deficit identities for traditionally underprivileged families. Intertextuality between the dominant and counter discourses of school leaders and leading educational leadership journals was also found. (Contains 10 footnotes, 8 excerpts, and 1 table.)