The research framework, content, language, and space allocation of nine textbooks used in graduate courses in organization theory for educational administrators was examined in this study. The number of women involved in the preparation of the books was also determined and the books' treatment of sex equity issues was qualitatively measured. It was found that these texts provided prospective administrators with little or no understanding of sexism, its impact on education, approaches for redress, or practical techniques to eliminate it. It is recommended that authors and editors integrate topics related to sex equity into textbooks, that more references be made to women authors, that chapters on styles of leadership avoid sex-role stereotyping, that sexist language be avoided, and that professors use only books that are sex fair. Preparatory programs must inculcate values and belief systems that move concern for sex equity into the forefront of administrative practice. (Author/IRT)