Eight recommendations for superintendents' behavior toward school board members are developed in light of women's changing roles in society and in educational governance. The history of women's involvement in education, including their attempts and eventual success at gaining seats on school boards, is traced from the late 19th Century up to the 1970's and 1980's. Research is reported that contrasts female board members' attitudes with those of their male counterparts, and that correlates variations in the group dynamics of school boards with the presence of female board members. Examples of such research include a 1972 survey that analyzes school board composition by sex; a subsequent survey that examined female members' views of the board's role, and their behavior within the board; superintendents' relations with female and male board members; women's paths toward school board service; male and female board members' differing expectations and perceptions of superintendents; public attitudes toward female administrators; and time spent on their tasks by male and female board members. Recommendations for superintendent-board relations presented in the summary are intended for use with female board members but may be applied to any school board members. (MCG)