This article summarized a longitudinal study to describe how faculty worked on curriculum improvements in a graduate program of educational leadership, working on how the faculty engaged in diversity project. The article identified several needs initially, the ones i am most interested specifically:

• Few studies have examined the experience of faculty who are exploring their own understanding of sociocultural identity differences and the way in which their scholarship, teaching, and service are shaped through this process.
• The diverse world in which k-12 and postsecondary students live and work requires institutional leader able to build successful and affirming diverse educational climates.

Ultimately, at the end of the study, after 2 years of work integrating diversity into the curricula,  knowledge of impeding factors, such as time constraints and uneven understanding levels of different faculty members and of enhancing factors like common goals and research component of the study contributed to better understanding of the factors that became most prevalent in the study, namely privilege, silence, and the need of curricular change.

Allan, E.J. & Estler, S. E. (2005) Diversity, privelege, and us: collaborative curriculum transformation among educational leadership and faculty. Innovative Higher Education (29) 3,  DOI 10.1007/s10755-005-1937