This paper summarizes barriers that work to keep women in traditional positions within the work world and at the lower levels of organizational hierarchies within educational administration. Three general categories of barriers are outlined. In personal barriers, the first category, personality characteristics, background influences, and socialization patterns function to inhibit women's progress in educational administration. The second category, interpersonal barriers, characterizes the interactions between aspiring women and the dominant power groups (which tend to be white and male). The major types of interpersonal barriers are sex role stereotyping and intergroup polarization. These barriers function to perpetuate myths and biases about women's abilities and group women together in such a way that all women suffer from the failures of a few. Organizational/structural barriers (the third category) occur in many aspects of an agency's functions: recruitment, selection, placement, evaluation, giving rewards, use of power and authority, and other norms and expectations. If educational and occupational equity are to be achieved, it is imperative that barriers be removed. Some strategies for combating these barriers are consciousness raising, career planning, management training, information sharing, mentoring, networking, and retraining. A list of further readings on the subject is provided. (MD)