This qualitative study of a sample of 13 female school business officials in the southeastern region of New York offers evidence that female school business officials perceive the presence of gender bias and stereotyping in their profession. The study's findings align with Acker's (1990, 1992a) theoretical assertion that gender inequality is deeply embedded in organizational structures and processes. Participants in the study reported how the time commitment of being a school business official--which often requires long hours, inflexible schedules, and numerous nights and weekend commitments--disproportionately impacts women more than men. Participants perceived such a disproportionate effect of time commitment contributes to the feeling women need to work harder than men in the same role, both at home and in the office. Additionally, participants reported how they felt they must prove themselves for others to see them as capable of doing the job. Furthermore, participants reported different treatment than men, both during the course of regular daily work activities and/or during instances of contract negotiations. The study's findings suggest gender bias and gender stereotypes contribute to the female school business official being uncomfortable with self-advocacy, a perceived quality aligned with wanting to take care of others before taking care of herself. This nurturing quality can evoke discomfort when advocating for higher salaries, specifically for themselves, resulting in a justification and acceptance of lower salaries. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]