Researchers have noted the persistent challenges that underrepresented faculty still encounter in higher education. For example, female and ethnic minority faculty members continue to experience barriers in achieving tenure and promotion. In spite of efforts to increase their presence and visibility, structural barriers account for the continued under representation of these minority faculty. Within this context, this study investigated the perceptions of underrepresented faculty regarding their participation in annual national conferences conducted by the leading professional association for Educational Leadership faculty. Three research questions guided this study: (1) What are the perceptions of underrepresented Educational Leadership faculty members regarding their experiences at their Association's annual national conferences? (2) How do these perceptions relate to their career advancement and professional development as professors of Educational Leadership? (3) What differences, if any, are reflected in the perceptions of assistant, associate, and full professors; and what factors are associated with these differences? Participant observations and open-ended interviews during two of the Association's annual conferences were the primary data collection methods. Conference activities included governance meetings, general assemblies, scheduled meetings, roundtable discussions, paper presentations, symposia, and informal evening receptions. Data were gathered from 18 participants: nine underrepresented Educational Leadership faculty and nine nonunderrepresented faculty [i.e., Anglo male]. The professorial rank of participants ranged from pre-tenured assistant professor to full professor. Data were analyzed using a phenomenological approach that enabled the researcher to explore in depth the lived experiences of participants. Results are presented in the form of three "composite" personal narratives representing a synthesis of perceptions of underrepresented faculty members at the assistant, associate, and full professor levels. One "amalgamated" portrait is of a young African-American male who recently received his Ph.D.; another is of a 45-year-old White female tenured associate professor; and the third is of a nationally known Latina full professor. Results suggest that issues of inclusion, exclusion, status, recognition, gender, identity construction, reference groups, specialized development and treatment, and racial diversity were challenges faced by the participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]