That women hold less than 3 percent of secondary school principalships underscores society's contuinuing use of sexual stereotypes. Among the misguided assumptions hindering women's professional aspirations are beliefs about their lack of interest in promotions and their ineffectiveness as authority models. There is also the behavioral description: e.g., a female administrator is picky, whereas her male counterpart is good on details. If schools are not to lose a valuable pool of administrative talent, clear change strategies and implementation commitments must be realized. The federal government must enforce discrimination regulations and promote goals for increasing women's numbers in administration. State education boards should support affirmative action plans, and state education departments promote more women to top positions as role models for other women. On a local level, persons should work for the development of an objective administrator selection process--one now marred by the "good old boy network." Professional groups should turn their efforts toward providing women with a climate conducive to fulfilling aspirations. Colleges of education, too, should recruit women to administration faculties and deanships. Finally, women themselves must be in the forefront of the equity struggle. Among a list of advancement suggestions are: making certain one has necessary administrator credentials, showing interest and enthusiasm in volunteering, and letting one's principal know of one's interest in administration. (KS)