Findings from a Montana study suggest that female public school administrators will function most effectively in their dual roles as females and administrators if their behavior is appropriate to specific situations rather than being based on sex-linked expectations. A typical profile is presented, illustrated by examples from the study. (PGD)

Studies conducted by the Center for Women in Educational Leadership at the University of North Carolina in Chapel Hill provide the data for this overview of how female educational administrators feel about the relationship between their careers and their roles as women. (PGD)