The position of minority groups in administration, particularly in the principalship, is examined in this literature review. It examines the way many present barriers restrict qualified minority candidates from entering and progressing in the field. The review begins with a statistical picture of minority educators and then describes how institutional response to minority member underrepresentation in administration influences career paths and career aspiration, explores the difficulties minorities may face when they attain administrative positions, and cites intervention strategies designed to open the system to all qualified candidates. The review concludes with descriptions of some programs for training minority administrators and with recommendations for areas of further research. It is argued that minority principals with significant input into policy decisions and with control over the implementation of those policies can use their insights and experience to meet the educational demands of a culturally pluralistic society. (Author/IRT)