S econd, acknowledge the difficulties associated with integrating diversity responsive practices into the school's culture and shape professional development opportunities that are consistent with this knowledge. Cognitive mapping is one such approach. T hird, research designs that employ continuous, rather than dichotomous, thinking show promise as devices to find out about leaders' interpretations of diversity and their relationship to school culture. Dichotomous thinking impedes dialogue and sets up boundaries and categories. Research designs that focus on interactions are also better situated to discover issues related where they are actually situated.
Findings Be alert to organizational and institutional permeability.
Acknowledge the difficulties associated with integrating diversity responsive practices into the school's culture.