A common assumption is that women do not aspire to become public school administrators, but a two-part study in Oregon on women who have actively pursued careers in public school administration contradicts this supposition. The data were collected from questionnaire responses and in-depth interviews. The typical female aspirant in Oregon possesses…

The possibility that the general public does not support women being school administrators is explored by reviewing the results of earlier studies and reporting the results of a survey of adults in Oregon. The vast majority of a sample of 824 adults approve of women being school administrators. The younger and higher status respondents are more…

This report investigates six differences in promotions to administrative positions in elementary and secondary education and assesses the influence of affirmative action and equal employment opportunity enforcement. Conclusions are based on longitudinal data from Oregon and New York for thousands of individual educators employed during the 1970's…

The Sex Equity in Educational Leadership (SEEL) project was designed to develop a model for achieving sex equity in school administration in Oregon that could then be adopted by other states. This volume is one of three final documents produced by the SEEL project. The first chapter, describing the project as it was originally conceived, is…

While there is near parity in Oregon between the numbers of men and women in education, within the profession men and women are segregated by sex. It is clear that sex, more than age, experience, background, or competence, is the major determinant for the occupational role an individual will hold within the profession. The purposes of this paper…