Chapter 4 of a revised volume on school leadership, this chapter discusses the relative scarcity of women and blacks in educational administration. After decades of civil rights legislation and women's movement activities, there are fewer women and minority school administrators than there were 35 years ago. Arguing persuasively for educational diversity, the chapter first examines the attitudes and practices impeding both groups' progress. Women have been hampered by sex role stereotyping; negative attitudes of superiors and coworkers; lack of networks and mentors; and school consolidation efforts, which often result in fewer available positions. Although women's representation in administration, especially the principalship, has improved during the 1980s, blacks' representation has increased only slightly. During the 1960s, after the Supreme Court's historic desegregation ruling, the number of black school principals in 13 southern and border states actually dropped over 95 percent. The legal system of segregation has been replaced by an urban residential segregation that relegates black administrators to mostly black schools. Black administrators share numerous problems: difficult and financially troubled schools, role ambiguities, and unrealistic expectations from others. Compared with women, there are fewer blacks and other minorities in the graduate training "pipeline" for administrative positions. Affirmative action programs have had limited effects during the 1980s. Recent progress toward establishing hiring priorties, eliminating pay inequalities, developing a candidate clearinghouse, improving recruitment methods, and revamping training and internship programs is assessed. (MLH)