Theoretical and methodological problems in researching the number of females in educational administration and changes in their numbers over time are examined in this review of pertinent studies. The studies are cited for problems that they illuminate, rather than for any possible inadequacies. The research problems fall into two broad categories: (1) access, standards, and comparability; and (2) perspective and presentation. Findings indicate that the primary problems revolve around the absence of a reliable national database or of systemic processes of data collection on a national or state level. Compounding the problem is the absence of standard categories for acquiring and reporting data and standard definitions of roles to ensure validity or respondents' answers to research questions. Problems also emerge from presentation and representation of data, suggesting the existence of perceptual screens that affect researcher objectivity. The relative absence of hard data may partially account for this perceptual diversity. (33 references) (LMI)