ABSTRACT
This chapter focuses on ascertaining how and the degree to which gender issues are included within the educational leadership preparation curriculum for principals and other educational leaders in the United States (US). The chapter reviews scholarship on women in educational leadership, feminist theory and educational leadership preparation. It shares national trends reflecting the participation of women in leadership positions and as faculty and graduate students within leadership preparation programs, and it shares findings from a survey of leadership preparation programs focused on the inclusion of gender and feminist issues and perspectives. Findings indicate that while women make up the majority of educational leadership students and faculty, gender and feminist issues are generally absent from the curriculum of contemporary US educational leadership preparation programs.
