Each of these books or articles works for equity and diversity in education and society. One of the basic tenets of Moral leadership is the value that learning should be nurtured in all children and that a concern for ethics and social justice in a democratic society will lead to improved schools for our kids. Moral leadership, then, is one in which we as educational leaders seek and work for a better community and society for everyone.

Books
Ah Nee-Benham, M. K. P., & Cooper, J. E. (1998). Let My Spirit Soar! Narratives of Diverse Women in School Leadership.
Thousand Oaks, California: Corwin Press, Inc (A Sage Publications Company).

This book examines nine women educators lives through their voices and the authors through the use of the narrative research method. The book weaves tales of personal childhood struggles with professional challenges and accomplishments in creating unique, multi-ethnic, and sometimes multi-lingual teaching and learning environments. The nine educators also give voice to the importance of the school as a community center and resource for families and children. Each of the nine women profiled in this book provide inspiration for educational leaders at all levels to stand up and be advocates for all children.

Fort, D. C. (Ed.). (1995). A Hand Up: Women Mentoring Women in Science. Washington, D.C.: The Association for Women
in Science.

This book is one part herstoriography, one part research and pedagogy workbook, and one part resource manual. The book profiles dozens of real stories from real women professionals (young and old, and still living) at different places in their careers. The issues covered in this book range from finding a mentor to being a mentor, from building a balance between your career and your personal life. The book then proceeds with several chapters outlining why equity and diversity initiatives are still not at parity and what committed educators and professionals can and should do about it. Then they give the readers an enviable resource listing of governmental, private, and professional society organizations and their contact information.

Harding, S. (Ed.). (1993). The "Racial" Economy of Science: Toward a Democratic Future. Indianapolis: Indiana University
Press.

This even larger (526 pages) anthology contains many and shorter chapter articles than the first text reviewed. Whereas in the first book, only two of its contributors were women, fully half of this textís contributors are men. This bookís authors attempt to deconstruct the research of past generations as in the late Stephen Jay Gouldís article "American Polygeny and Craniometry Before Darwin: Blacks and Indians as Separate Inferior Races" in order to chronicle the folly of misusing and misinterpreting science in order to serve social policyócontinued enslavement and segregation of the Black race. In the article by Shirley Malcom on "Increasing the Participation of Black Women in Science and Technology," Professor Malcom speaks with a public policy voice as a member of the national office of the American Association for the Advancement of Science. She summarized some of the intervention strategies found in successful mentoring programs (p. 252-253):

Harding, S. (1986). The Science Question in Feminism. Ithaca, New York: Cornell University Press.

An earlier work by Harding, this text examines the fundamental assumptions researchers have about "doing" scienceófrom what we study to how we study it. Two back to back chapters deal with first of these tracing the evolution of research thought "From Feminist Empiricism to Feminist Standpoint Epistemologies." There are clear examples of how womenís standpoints can make a difference in what research is done or discoveredósuch as waged versus unwaged work. In the following chapter, Harding extends her thinking to include race, gender and identity in "Other ëOthersí and Fractured Identities: Issues for Epistemologists." Harding extends her thinking about women defining "their place," their role, or their "group" by wondering if standpoint theories point up too many differences and not enough commonalities. Hardingís leadership in helping to define feminist methodologies as infused with ethics, morality, and social justice clearly delineates it from more traditional positivist research methodologies.

Lederman, M., & Bartsch, I. (Eds.). (2001). The Gender and Science Reader. London: Routledge.

This large (505 pages) tome contains a representative compilation of feminist scientific research.  Chapter articles are written by well known scholars whose writings have appeared in both academic and/or popular venues. The articles are arranged into six sections categorized by the following themes:

This anthology uses social justice for women and all peoples as the central focus of schools and society.

Muller, P. A., F. K. Stage, and J. Kinzie. (2001). "Science Achievement Growth Trajectories:  Understanding the Factors Related to Gender and Racial-Ethnic Differences in Precollege Science Achievement," American Educational Research Journal, 38 ( 4), 981-1012.

This is a groundbreaking longitudinal study that utilized the NELS-88 student test data to identify what factors impacted student performance and persistence in science and math from 8^th grade through to 12^th grade. This study used the Hierarchichal Linear Modeling (HLM) statistical method (that is a high advance multiple regression technique) to identify access to courses as the key factor in determining student success across gender, racial, and socio-economic status. If schools districts want to prove that offering AP Calculus or Science classes are importantórather than letting parents of means provide that separately for their childrenóthis is the study that shows public schools can be the great democratizers across socio-economic classes for all races and genders.

Rosser, S. V. (1990). Female-Friendly Science: Applying Womenís Studies Methods and Theories to Attract Students.  New York: Pergamon Press.

This slim volume nevertheless contains one chapter on each of the main areas under feminist academic observationócourse pedagogy, research and epistemology (and womenís ways of knowing), curriculum development by changing approaches to teaching science along a feminist perspective, and creating a better classroom climate. The text also ends, bless her, with a very extensive (several hundred citations) and categorized bibliographic literature reviewówhich alone makes this text worth seeking out-- in the following major areas: "Feminism and Science, Feminist Pedagogy, Feminist Theory, Women and Science Part I: Women Scientists, and Women and Science Part II: Recruiting Women Scientists. Rosser, as does Harding, clearly defines feminist pedagogy and theories as being helpful "in attracting women and people of color to science." By enlarging the talent pool we insure that our society benefits from everyoneís intellect and industry.

Rosser, S. V. (Ed.). (1995). Teaching the Majority: Breaking the Gender Barrier in Science, Mathematics, and Engineering (as part of the Athene Series). New York: Teachers College Press of Columbia University.

Rosser and her authors employ case studies of programs in science and mathematics that have transformed their curriculum and pedagogy to create a better teaching learning environment for girls and boys. In doing so, Rosser and her authors provide a blueprint for how to make education accessible for all students. This book is a must read for all teachers and administrators who take their pedagogy seriously.

Sadker, M., & Sadker, D. (1995). Failing at Fairness: How Our Schools Cheat Girls. New York: Touchstone Press.

David and the late Myra Sadker were early education "town criers" about the inequity of education experienced by girls in our society. This book is considered a seminal work by educators about the complicit and often unknowing ways the school system, classroom pedagogy, and even teachers contribute to the problemócalling on boys more than girls, giving boys more substantive suggestions for improvement, etc. This book, along with work by AAUW, made educators and the public aware of the problemóand that inequity was indeed a problem to be addressed.

Journal Articles
American Association of University Women Educational Foundation. (2001). Beyond the ëGender Warsí: A Conversation about Girls, Boys, and Education, (Washington, D. C: American Association of University Women).

American Association of University Women Educational Foundation. (1998). Gender Gaps: Where Schools Still Fail Our Children., (Washington, D. C: American Association of University Women).

American Association of University Women Educational Foundation. (1992). How Schools Shortchange Girls., (Washington, D. C: American Association of University Women).

These three articles combine to identify the current state of education in America with regard to inequitable treatment of girls and what needs to be done about it. AAUW is one of the leading professional organizations the works for the betterment of education for all students. The 1992 and 1998 articles are must reads along with the Sadker book Failing at Fairness. They will be an eye opening experience.

Haury, D. L. (2001). "Cultivating Leadership Among Science and Mathematics Teachers." ERIC Clearinghouse for Science, Mathematics, and Environmental Education, EDO-SE-01-09, 4 pages.

Mentoring the next generation of education leaders is not an easy task, but this article "discusses the many ways that science and mathematics teachers can lead and help develop leadership in their schools and departments." When schools and departments have made the commitment to improving equity and diversity, articles such as this help in identify ways to strategize how to effect that change. Though not as extensive a resources as the AWIS mentoring book A Hand Up: Women Mentoring Women in Science, there is a niche for short and to the point articles of this ERIC Digest articleís type.

Kezar, A. (2000). "Pluralistic Leadership: Incorporating Diverse Voices." The Journal of Higher Education, 71 (6), 722-743.

"This in-depth case study charts a new course for leadership research by illuminating several theoretical directions: (1) it reveals the possibility that multiple leadership perspectives exist on every campus; (2) it provides additional evidence that leadership models need to be expanded or reconceptualized in order to acknowledge multiple and diverse perspectives; (3) it presents the applicability of positionality theory; (4) it suggests future areas for research related to other positional conditions that are probably related to leadership beliefs; (5) it illuminates the relationship of power conditions to leadership perspectives; and (6) it provides evidence of the importance of local power conditions for understanding positionality and leadership."

Leithwood, K. A., & Duke, D. L. (1998). "Mapping the Conceptual Terrain of Leadership: A Critical Point of Departure for Cross-Cultural Studies." Peabody Journal of Education, 73 (2), 31-50.

This article is very much in the same vein as the Gail Furman article in that it lays out six school leadership models currently found in U.S. research literature: instructional leadership, transformational leadership, moral leadership, participative leadership, managerial leadership, and contingent leadership. These dimension are interesting for the contexts in which they emerge or are employed. They range from the values approach of moral leadership to more of the nuts and bolts and how it works process theory model represented by participative leadership. It also includes the traditional administrative and task oriented leadership approach represented by managerial leadership.

Madsen, J. A. and R. O. Mabokela. (2002). Introduction: Leadership and Diversity: Creating Inclusive Schools." Peabody Journal of Education, 77 (1), 1-6.

"As coeditors, our primary objective has been to share a series of research articles that address the complexity of diversity and leadership in providing inclusive and responsive school environments for all children. These articles highlight critical concerns that confront leaders as they seek to create inclusive school cultures. They specifically reveal the complex dynamics that must be negotiated as leaders seek to respond to the divergent needs of their various constituents. As schools seek solutions to respond to students, leaders need to embrace communities of difference where both minority and majority groups can be nurtured and flourish. Given the complexity of theses articles, we hope readers will reflect on these readings and be willing to envision a new direction in how leaders will address race in creating inclusive schools."

Sadker, D. (April 1999). "Gender Equity: Still Knocking at the Class Room Door." Educational Leadership, 56 (7), 22-26.

This article takes a "Top Ten" countdown approach to identifying where leadership is still needed in creating equitable schools for girls. It is alarming to see the statistics he quotes on harrassment and abuse that girls experience in schools while teachers look on doing nothing. He breifly documents the alienation that girls, women teachers and administrators feel in the current school environmentóone can also make the same case for persons of color. Sadker makes it very clear that as educators, we have a moral imperative to not only create schools where access and opportunity exist, but that we have to effect cultural and societal change if equity is to exist.

Meadows, S. (June 3, 2002). "Meet the Gamma Girls," Newsweek.

This article focused on the attention being paid to aggressiveness in young school girls toward their peers. In particular, girls would use words where boys might use violence. But girls using insults, isolating others from their group, and other relationship fracturing behavior may do just as much psychological damage to the target girls. There is still, and will ever be, a hierarchy of cliques in which girls must negotiate their status and position within the high school society. Yet there is growing recognition of a group of Gamma Girls who donít strive for popularity, yet are able to create a network of support relationships that help sustain their emerging identities apart from the mainstream. The actress Julia Stiles is the supposed role model for the Gamma Girl Groupóyou may recall she played the "shrew" role in the teen movie "10 Things I Hate About You"óan updated version of Shakespeareís "Taming of the Shrew." Gamma Girls seek to develop their own, strong identity, that doesnít conform to societal expectations. Much like Catherine in the "Taming of the Shrew" who knew and spoke her own mind, yet in the end decided it was beneficial to have a few healthy relationships (namely Petruchio) that could be mutually beneficial. Whereas the popular or Alpha Girls rely totally on their identity from the high school society (which they leave after four years), the Gamma Girls carry their identity with themóadapting as needed to fit the people and situations they encounter. Perhaps this method of identity formation should be translated to the troubled boys (bullies and victims) in high school in hopes of cutting down on school violence as implied by Meadows at the outset? Young women expanding their social structure (to allow for more individuals to be nurtured) that young men might want to emulate. How revolutionary!