A study identified the meanings of the term "equity in vocational education" to Minnesota administrators of vocational education at the secondary and postsecondary levels. Findings of interviews with 48 administrators indicated they held different meanings for the phrase. About three-fourths expressed a concept of equality (educational programs guided by notions of sameness, likeness, proportionateness). The remainder voiced a meaning of equity (distribution of resources in relation to educationally relevant characteristics of students). Administrators identified a wide variety of personal and professional experiences as factors that contributed to their interpretation; reported that equity entered into decisions relating to personnel, students, and curriculum; and suggested processes to use to indicate the status of equity in vocational education. They identified five categories of factors that facilitate the provision of equity in vocational education and seven categories of factors that serve as barriers to the provision. Administrators felt progress had been made in equity-related policies and practices in vocational education and placed responsibility for equity in vocational education with people in a variety of positions. Their meanings of equity were correlated significantly with their location. (The instrument and 12 data tables are appended.) (YLB)