The decline in the number and status of women in educational administration and the magnitude of their lack of representation in administrative positions is evidenced by numerous studies. To achieve the goal of identifying the components of the problem, solutions suggested by the research, and implications for women who aspire to administrative positions in education, the research analyzed in this paper is divided into five sections. The historical facts and figures delineating the trend are presented first. Second, the myths and the realities relating to women in educational administration are examined. Third, the attributed causes of the problem--socialization and sex-role stereotyping, educational background and type of preparation, and discrimination--are discussed. Fourth, some means by which women are being advanced into and within the educational hierarchy are outlined. Finally, conclusions drawn from an analysis of the research are made. Among these are that personal commitment is the greatest challenge to women aspiring to educational administrative careers. To achieve management success women must overcome both internal and external barriers produced by sex-role stereotyping. (MLF)