Consistent with national trends, white males hold the majority of public school administrator positions in North Carolina. This paper examines the barriers and underlying assumptions that have prevented women and minorities from gaining access to high-level positions in educational administration. These include: (1) the assumption that leadership as defined by white males is superior; (2) the tendency of those in power to avoid cultural conflict; (3) the historically based separation of management functions from teaching; (4) the adherence to a bureaucratic school structure; and (5) socialization processes that limit women from aspiring to leadership positions. The paper also describes the role of women and minorities in carrying out the leadership goals recommended by the North Carolina Educational Leadership Task Force--defining a purpose, moving from management to leadership, changing organizational structures, fostering the development of learning communities, and enhancing educational quality and equity. Contains 17 references. (LMI)