This comprehensive review is guided by a Derridean deconstruction perspective (affirming what has been excluded) and is an analysis of the available literature exploring LGBTQIA+ topics in the field of educational leadership. The purpose is to continue the work accomplished by other scholars documenting the minimal representation of LGBTQIA+ topics within the field. Twenty-six articles published in 14 prominent, widely-circulated educational leadership journals from January 2006 through July 2016 were included in the review. Results show a continued minimal representation of LGBTQIA+ topics (and virtual absence of gender diversity topics) within the field. When gender diverse topics are not being discussed, it is arguable that it becomes increasingly difficult to meet the needs of gender diverse individuals in educational contexts.