The research area of women in administration, management and leadership is receiving increasing attention. This review focuses on research published since 1974. The dominant approach has explained women's underrepresentation in administration in terms of socialization to sex role stereotypes. In the past decade, other theories have been applied to explain women's experiences in organizations. The processes of career socialization and structural character istics of organizations maintain inequalities. Theories of devaluation of women and social power and status have been advanced to explain the behavior of men and women in organizations and in the larger society. The review examines research on minority women in school administration and discusses changes directed at improving women's access to leadership positions.

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This case study of three university departments was designed to generate substantive theory about decision-making in academic departments. Using Homans' social systems theory as a framework, the theory postulates that the degree of par~/digm development of a discipline affects the extent of interaction in the external and internal systems of its associated departments. The rate of interaction affects the crystallization of norm structures and consequently processes of influence and decision-making.

Women are still underrepresented among educational administrators, but in this system as many women as men aspired to administrative positions.