Today arguments concerning “equality of opportunities”, “equality”, and “social justice” have been frequently on the agenda. Those discussions have been started within the framework of especially the concepts of social justice since the 2000s. Therefore, it might be said that the arguments on “democracy”, “equality” and “equality of opportunities” have recently been overshadowed by arguments on social justice.

In education, social justice is a field of humane service  aiming to offer equal opportunities to the groups which suffer from the discrimination of the social, economic and political system and which are described as the disadvantaged (Enslin, 2006). The objective of social justice in education – beside creating political effects and strengthening the financial situation- is to improve social rights and offer a good system of education and thus instil in society a hope of refreshment (Alsubry & Shaw, 2005).

Generally, four types of inequality are observed in Turkish system of education. They are inequality between the rich and poor, inequality between regions, inequality between the city and the country, and inequality between genders. However, one of the inequalities in Turkish system of education is related with ethnicity. In this context, the poor and disadvantaged is the Gypsy students.

Therefore, mainly school administrators as well as teachers should be aware of the prejudices directed to those students, they should struggle with the prejudices for those students and should support them so that they could have the educational opportunities and so that they attend schools. School leaders must stress the values of equity and excellence and ensure that it is embedded in the vision (Place and et al, 2010). This vision of equity of excellence calls for a moral purpose of leadership that seeks to “enhance the education and life chances of poor and minority children” (Larson and Murtadha, 2002). It may also be suggested that upper level administrators should also form policies and pursue them. 

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