Schools are public entities that reflect the inequalities of communities; inequalities in race, gender, and socioeconomic status. Public schools privilege males through power in leadership positions such as the principalship. This privilege is historically ingrained in the public school structure and invisible to stakeholders. This article presents a discussion of gender equity in school leadership which is organized as follows: (1) a discussion of the theoretical framework; (2) a presentation of information regarding women in schools pre-Sputnik era; (3) an exploration of women in schools through periodicals and other sources published between 1957 and 1963, the Sputnik years; (4) a look at women and power in schools in Kentucky today; and (5) steps for equity in power in schools for women. In support of gender equity in school leadership, the theoretical framework of the study is grounded upon three concepts; (1) communitarianism; (2) Deweyan democracy; and (3) standpoint feminism. (Contains 3 figures.)