Research suggests that career paths into administration are different for men, and for women and minorities; as a result women and minorities may find themselves inadequately prepared for the administrative positions they assume. To examine the characteristics of some women in educational administration, an ethnographic study of three female, minority (Black, Hispanic, Native American) elementary school principals was conducted. The study focused on the interaction of leader characteristics, organizational structure, and the external environment. Both formal and informal procedures were used to collect data over a 3-week period. The principals' activities and interactions and their settings were recorded, and they were videotaped in interactions with faculty, staff, and students. Faculty, staff, and students were interviewed for their views of the principals' leadership characteristics. Finally, each principal was interviewed about her perceptions of her administrative style and philosophy of education, the school and school district, and her role as administrator. Category analysis (leadership behaviors, leader characteristics, environmental factors) showed two basic leader behaviors: task behaviors--direct one-way communication; and relationship behaviors--two-way communication involving listening, reinforcement, and encouragement. Personality characteristics for the three were limited in numbers of intraverted or dependent behaviors. Organizational and community constraints affected these administrators' perceptions of the treatment they received in acquiring and in carrying out the duties of their positions. (MCF)