Abstract
Some significant efforts have been made in recent years to increase the participation of women and minorities in educational research, development, dissemination, evaluation, and leadership.1 Prior to the 1980s, however, the problem of underrepresentation of women and minority researchers as documented, for example, in the October 1975 issue of Educational Researcher, was of such magnitude that the National Institute of Education (NIE) received the following mandate from its statutory policymaking body, the National Council on Educational Research: increase participation of minority persons and women in the research and development (R & D) efforts of the nation; give qualified minority firms and individuals and qualified women opportunities to participate in NIE programs; increase the numbers, qualifications and performance of minority individuals and women engaged in educational research and development through NIE.
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