ERIC Number: ED374574
Record Type: RIE
Publication Date: 1994-Apr
Diversity and Equity in Educational Administration: Missing in Theory and in Action.
Gosetti, Penny Poplin; Rusch, Edith A.
This paper argues that the texts, conversations, writings, and professional activities that construct our understanding of leadership come from an embedded, privileged perspective that has largely ignored issues of status, gender, and race. This perspective insidiously perpetuates a view of leadership that discourages diversity and equity. Two different lenses, or perspectives, are used to challenge the embedded assumptions and norms of educational leadership--feminism and privilege. A critique of current literature on educational leadership reviewed the following sources: (1) textbooks used in educational leadership programs; (2) texts for professors of educational leadership programs; (3) a leadership knowledge and skill base from the National Policy Board for Educational Administration; and (4) selected professional journals. The data illustrate the lack of discussion about diversity and equity that occurs throughout the education and professional development of school leaders. To achieve a balanced education about leadership that constructs an inner eye capable of seeing hidden assumptions about leading, the rethinking of this concept must include more diverse examples of leaders and the work of people from many perspectives. The study of leadership must include a multiplicity of perspectives in order to understand how the deeply embedded assumptions of privilege constrain the conversations about diversity and equity. One table is included. (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).