Rusch (2004) found that professors in school administration preparation programs indicated that engaging in useful—and needed—discussion on gender and race cause stress leading to a paucity of these themes in the area of school leadership preparation. Indeed, Rusch concludes, “The documented fear of equity discourse and the avoidance of opportunity to gain knowledge related to gender and race in leadership are the most confounding findings” (p. 41) of her study. Chase (1995) reveals that in the process of conducting their study of female school superintendents, Bell and Chase “felt much more self-conscious when asking about their experiences with gender, racial, or ethnic inequality” (p. 16). The lack of discussion of critical issues—such as gender and race—in graduate programs limits this country’s ability to create more democratic
Rusch (2004) found that professors in school administration preparation programs indicated that engaging in useful—and needed—discussion on gender and race cause stress leading to a paucity of these themes in the area of school leadership preparation. Indeed, Rusch concludes, “The documented fear of equity discourse and the avoidance of opportunity to gain knowledge related to gender and race in leadership are the most confounding findings” (p. 41) of her study. Chase (1995) reveals that in the process of conducting their study of female school superintendents, Bell and Chase “felt much more self-conscious when asking about their experiences with gender, racial, or ethnic inequality” (p. 16). The lack of discussion of critical issues—such as gender and race—in graduate programs limits this country’s ability to create more democratic