Given the challenges within many urban schools described thus far, it is hard to imagine any one set of administrative and leadership theories, perspectives, or practices could be sufficient to lead a school or fully prepare a principal. Unfortunately, in the field of educational administration and leadership, a set of dominant theories, perspectives, and practices have been privileged and, intentionally or not, reflect a hidden, vested interest in reinforcing the status quo in schools and society. I contend that even the most well-intended principals who have had a wealth of experiences with diverse cultures and groups can fall victim to a narrow set of principles if they are not conscious of how these ways of thinking can influence their behavior. Thus, as I have said in previous chapters, principals need an in-depth knowledge of history.