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The Sex Equity in Educational Leadership (SEEL) Project was initiated to test several strategies for increasing the number of women in public school administration in Oregon. This book is a description of the various activities carried out and their results. The historical context of women's representation in school leadership is summarized, and SEEL strategy for change is described. That strategy includes efforts to change (1) individual attitudes, behaviors, and understandings; (2) organizational policies and practices; and (3) local school district hiring practices. The Oregon Network was SEEL's effort to conduct research on how various forces influence hiring patterns and practices. A chapter describes the research and service functions of the network, the findings of the research, and SEEL's advice to others who wish to replicate the network functions. Evaluation data are presented about the SEEL project's success, and the final chapter is written as a series of questions to help others translate the experiences and results in Oregon to other states and settings. The appendixes include copies of forms, several "how-to" descriptions, and other materials relevant to those attempting to achieve sex equity in educational leadership. (MLF)

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 are (1) to explain the concept of sex role stereotyping and how it guides the behavior of men and women, (2) to illustrate how one's sex has directly affected men's and women's career paths in the field, (3) to explain how sex segregation is perpetuated, and (4) to describe the possible consequences of sex inequity in school management for the functioning of schools. (Author/MLF)

Two recent reports show girls' performance in math and verbal skills is lower than boys' and that the gap steadily increases during the high school years. Girls' self-esteem also erodes during late adolescence. An extensive study of small-town high schools disclosed glaring gender inequities and lack of principal awareness. Principals must eliminate overt and subtle discriminatory attitudes and practices. (MLH)

The Sex Equity in Educational Leadership Project (SEEL) was funded by the Office of Education in 1976 to change the processes that typically deter the entrance and advancement of women in educational administration in Oregon. The effectiveness of the SEEL Project is evaluated by presenting data about progress in the last three years in (1) the proportion of women administrators in Oregon, (2) the number of women in preparation programs, (3) attitude changes, (4) administrative training programs, (5) school district hiring practices, and (6) endurance of positive changes. Some of the data used in this report are quantifiable; other data are impressions gathered from testimonies, letters, and staff notes. The second section of the report addresses a concern raised by some Oregon educators about a special advocacy group for women in administration, Oregon Women in Educational Administration (OWEA), that was formed to continue work regarding women in administration. A listing of SEEL published products and papers concludes the report. (Author/MLF)

Today there are more female administrators than a mere 15 years ago, yet these women who have risen up through the ranks to a position traditionally dominated by men tend not to advocate equity in their schools. Nineteen female principals from Arizona, California, and Oregon were interviewed using the critical incident technique. Results show that while the women principals tended to be more concerned with instructional leadership, classroom teaching, and intensive interaction with the faculty than their male counterparts, only modest passive gestures were made toward initiating equity programs or activities within their schools. Although female principals face unique problems of identity and integration, they fail to translate their own experiences into action to ensure greater equity; instead, they take a personalized view of their experiences. Preservice programs fail to educate prospective administrators on the theory that schools themselves perpetuate gender/race inequality. Thus, women administrators have not been trained to be sensitive observers of inequality in school organizations. It cannot be presumed that simply because a woman is in a place of administration in the school, issues of equity will be addressed. A lack of understanding of the concept of gender leads a female administrator to insensitivity and inattention to equity in school ideology and practice. (33 references) (KM)

This paper describes the roles that women have played in the public schools of the United States in the 19th and 20th centuries and analyzes changes in their status and level of participation during this period. After an introductory section addressing the purposes of the international symposium at which the paper was read, the second section provides a historical review of women's role and status in schools: as elementary and secondary teachers, as administrators, as school board members, and as federal employees. The third section addresses three issues directly related to women's role in public schools: (1) the relation between women's position in the educational hierarchy and the rise of feminism, (2) the organizational structure of schools and how women's experience in these organizations differs from men's, and (3) the legal remedies of the 20th century women's movement. The fourth and final section provides a feminist perspective on the neglect of women's ideas and experiences by most educators and historians of the American educational experience. Topics include the "universalist bias" (ascription of universality to male experience and perspectives), the "machismo bias" embedded in the methodological structures of inquiry, the "devalue of education bias," and the "contemporary school marm bias." Statistical tables are appended, along with a six-page bibliography. (TE)