The number of women in educational administration is declining, despite official efforts to end sex discrimination. Women are hampered on the way to obtaining an adequate education, finding roadblocks from sex bias in elementary readers to discrimination in graduate programs; are considered responsible for home and children even when working full time; are not expected to aspire to administrative positions; are overlooked in the training for such positions; and are assumed to be inferior to the men who seek administrative jobs. Once hired, women are given little support from male superiors. While behavioral research generally favors women in administrative roles, attitudinal studies (including a survey of Minnesota administrators on which this thesis is based) continue to show a preference for males. If those attitudes are to change and female students to be given adequate role models for their own resistance to sex stereotyping, women must be placed in administrative roles. To encourage the acceptance of women in such positions requires getting more women into the field and changing sexist attitudes. This document provides recommendations for improvements in education and educational personnel policy at both the public school and college levels, which can help achieve these goals. (Author/PGD)