The four authors teach in the Department of Educational Leadership at the University of Dayton. Each taught a new course that addressed issues of diversity in schools, focusing on race, ethnicity, and gender. Each developed the course in a unique way and in distinct settings, though each involved:
1. Reflecting holistically on the experience of teaching the course in order to generate common themes explaining what the experience meant to the faculty as individuals and as women (Blackmore & Kenway, 1993).
2. Examining students' work, behaviors, communication, and attitudes in order to infer level of, as well as changes in, racial, gender, and cultural maturity.
3. Drawing implications for programs in educational leadership from the course experiences and developing a model of sharing scholarship.
The purpose of this chapter is to bring together each educator's story to draw conclusions about how students in educational administration might most effectively learn to understand the perspectives of those unlike themselves and might most effectively lead in the diverse communities where they will most likely serve.
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