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To obtain information from female school administrators about their career paths, mentoring, external barriers and strategies used to overcome them, and differences in attitude toward their careers since 5 years ago, 18 of 26 Pennsylvania administrators selected from a total population of 93 were interviewed. The women tended to follow staff rather than line career paths and remained in the classroom longer than men. Mentoring occurred as frequently with women as with men. External barriers tended to be systemic and closely tied to sex-stereotyping. Strategies used to overcome these barriers included determination, open communication, and patience. Twelve of the women reported a change in attitude regarding future growth and development over a 5-year time period. Issues discussed are illustrated by numerous personal accounts, and a table is used to identify respondents by position and geographic location. (23 references) (EJS)

Pennsylvania's public school women administrators and their respective superintendents were surveyed by mailed questionnaires, which gathered information about their childhood, families, educational preparation, job recruitment, professional experiences, and future plans. The superintendents rated their work performance. Findings were compared with data from two earlier studies. Some of the administrators were interviewed. The study describes the women's positions and the barriers they successfully overcame to achieve these positions. Some findings are as follows: more younger women are entering administration, fewer are "single," more are combining career and family (but are having fewer children), more are publishing, and more are striving for higher level positions. (Author/MD)

A survey of 622 aspiring and incumbent school administrators was conducted in order to document job search strategies used by men and women seeking principalships and superintendent or assistant superintendent positions. Since these positions are predominantly held by men, it has been suggested that men's and women's job search strategies differ in effort and technique. Results belie such views. Although younger respondents needed greater effort to obtain their first administrator job, age differences were not so great as expected. Those seeking or possessing a doctorate submitted more job applications, had more interviews, and used more job search strategies that those lacking doctorates. Aspirants made greater efforts than incumbents to obtain their first job; incumbents made more efforts than aspirants to obtain the present job. To obtain administrative jobs, women submitted more applications, had more interviews, and searched longer than men. Female incumbent superintendents made much greater efforts than males, using 13 different search strategies whereas men used only 7. Basically, women employ more strategies to overcome barriers to administrative advancement than men do. Hence it cannot fairly be said that women are just not trying hard enough; blame for women's underrepresentation in educational administration needs to be assigned elsewhere, and monitoring for gender equity seems mandatory. Other implications and policy recommendations are provided. Included are 11 references and 7 tables. (MLH)

This study explored possible gender differences between the career paths of incumbent educational administrators holding the positions of superintendent, assistant superintendent, secondary principal, and elementary principal. Study data had been obtained from an earlier comprehensive survey of 622 incumbent and aspiring Pennsylvania administrators. That study explored five areas: career pathways, job search strategies, time usage, mentors and their functions, and barriers experienced with strategies to overcome them. The present study, which did not include aspirants, focused on line versus staff career patterns, the use of leaves, the number of moves among districts, degrees obtained, age at beginning administrative positions, and family characteristics. A majority of respondents pursued a line career path, with men (71 percent) more likely than women (52 percent) to have one. For both the superintendency and the elementary principalship, line paths were followed by men (82 percent) and women (54 percent). Both genders used line paths to reach the secondary principalship. For the assistant superintendency, women followed a staff path (73 percent) and men a line path (54 percent). Results for leaves, district moves, length of teaching service, and age and family characteristics are also discussed. Recommendations for practitioners are provided, including the importance of obtaining line positions, developing employment strategies for females, reviewing hiring and promotion standards and analyzing them for equity, and encouraging support groups. Recommendations for further research are also provided. Included are 14 references and 11 tables. (MLH)

In this study, the percentage of certificates issued and jobs held by women in Pennsylvania from 1970 through 1984 for the positions of superintendent, assistant superintendent, secondary principal, and elementary principal were compared. Findings reveal that the percentage of women being certified each year is increasing in much greater proportion than the percentage of women who actually hold positions at each administrative level. Data on the number of withdrawals from each position indicate numerous opportunities for the hiring of women. If, during the past 15 years, a certified woman had been hired whenever a position became available, 73 percent of the administrative jobs would now be held by women. Yet the latest data available show that only 3.3 percent of superintendents, 7.6 percent of assistant superintendents, 3.5 percent of secondary principals, and 16.9 percent of elementary principals are women. Possible reasons for this disparity include differences in aspiration levels of men and women and internal or external barriers to achieving administrative positions. Strategies for overcoming these barriers are discussed. References are included, along with statistical tables and charts. (Author/TE)

Women seeking or holding administrative positions in Pennsylvania schools reported having mentors as frequently as men, according to a statewide survey. A questionnaire was sent to 1,324 people holding administrative certificates and currently employed in public schools, and 622 responded. These were divided into 16 subgroups according to the position concerned (elementary principal, secondary principal, assistant superintendent, or superintendent), whether the respondent held the position or was seeking it, and the sex of the respondent. Among the topics addressed in the survey were mentors and mentoring functions. Respondents were asked to identify the sex and role of 3 mentors and to rate these mentors' helpfulness in 21 mentoring areas. Fewer job aspirants than incumbents reported having mentors. Males were mentors in 1,133 pairs and women in 252 pairs. Men served as mentors for women in 434 cases and women for men in 128. Mentors for superintendents were most frequently superintendents, and mentors for all other groups were most frequently principals. Psychosocial rather than career functions were deemed more helpful by both men and women. Since women, both incumbents and aspirants, reported mentoring support, it was difficult to reconcile this with the lack of women in school administrative positions. (PGD)

A survey of male and female school administrators in Pennsylvania reveals that sexual division of labor in household activities differs little from stereotypical role expectations. A survey, mailed to 1,324 male and female administrative incumbents and aspirants, yielded 622 responses for a rate of 47 percent. The survey explored personal characteristics, career pathways, and strategies. Researchers developed the following question: Do hours per week spent by self, by one's partner, or by others on job/career, child care, cleaning house, family finance, food shopping/meal preparation, laundry, outdoor chores, and parental care differ by gender, age, incumbent-aspirant position, children's ages, marital status, partner's occupation, and gender/certificate level? Both genders spend equivalent time on careers, but findings show that women worker longer weeks. Unsurprisingly, these women indicate insufficient time and child care as barriers to career advancement; female incumbents are less likely to have children under 18 than male counterparts. Men spend more time on outdoor chores and women devote more time to household tasks and parental care, even in two-career families. Single person households are mostly headed by women who spend less time on careers and more on household chores than average. As a result of the study it is recommended that school districts take action in three areas (curricula, provision of child care, and job restructuring) in order to provide equitable opportunities for women to become administrators. (CJH)