This research study explores the various and complex perspectives of higher education's relationships to society as shared through discourse by higher education policy leaders. Leaders' perspectives from 250 university presidents, legislators, faculty, community partners, foundation officers and graduate students during a twelve day national policy conference were considered in the overarching research project. Through examination of the linguistic complexities of this national policy discourse, I found that some women, people of color, and people outside the academy are silenced and/or their perspectives are reframed or discounted. Further, if participants shared more of an advocacy perspective, their voices are marginalized (Pasque 2007). This particular paper explores further the voices of women during these policy conversations. Specifically, I explore the voices of women who share "advocacy" perspectives and whose perspectives were reframed, redefined, and/or silenced in the discourse. Importantly, I discuss the content--what was said--and the process--how it was said--in order to further our understanding of multiple strategies for educational change. I argue that if a more thorough understanding of women leaders' perspectives is not offered, then dominant perspectives shared in policy circles may continue to perpetuate the current ideas of higher education's relationship with society--from an economic rationalization perspective--without consideration of alternative perspectives. The perpetuation of the current trajectory and the continued marginalization of alternative perspectives offered by women may be detrimental to working toward social justice and educational equity.