Gender and Race Differentiations among Applicants in Educational Leadership Programmes: Multivariant Strategies for Equity

Reports the analysis of the data normally used to admit graduate students into US graduate programmes for preparing educators for leadership positions in schools. Further analyses the data of additional criteria used by one university in an attempt to provide more equitable evaluation of minority students. The results show significant differences in the scores of black and Hispanic females and other subgroups on standardized tests, but not on jobrelated measures. Recommendations include broadening the measures used to make decisions regarding candidates′ admittance to assure a more equitable pool of candidates to fulfil the needs of the rapidly changing demographics in the schools.