Research does not support the contention that underrepresentation of women and minorities in the educational administration hierarchy is a function of deficits in training, competence, experience, and number of qualified applicants. The purpose of this study was to examine factors affecting the entrance of women and minorities into this hierarchy. Investigation focuses on intrinsic factors existing as barriers to equal access for women and minorities and the effect of such demographic factors as race and age on perceptions of equal access. A 56-item questionnaire was distributed to graduate students in administration at a large southern university. Respondents included 63 women and 19 men, of whom 22 were black and 60 white. The questionnaire measured six key elements of intrinsic factors relating to equal access: (1) level of aspiration, (2) perceptions of probability of goal attainment, (3) self-perception, (4) motivational factors, (5) level of determination, and (6) factors significant to goal attainment. Statistical analysis of findings indicate that no significant differences exist between women and men or between blacks and whites on the variables. Additional research is suggested. Eleven references are included. (WTH)