Although female teachers have dominated education, relatively few women have pursued administrative positions. In 1988, women in Ohio held only 4.5 percent of all superintendencies. The state generally lags behind the lackluster national average, according to a 1985 Project on Equal Education report. Because of changing U.S. demographics, future working women will take their careers more seriously than their predecessors. This paper discusses characteristics of future educational leaders, examines women's underrepresentation in leadership roles, explores women's leadership styles, and suggests ways for women to enter educational administration. Besides basic management skills, new leaders will need to possess vision, visibility, concern for people, power-building strategies, and a cooperative, yet firm leadership style. Numerous theories exist to explain the dearth of female leaders, ranging from fear of success to denial of equal opportunity. New brain research suggests that neurological differences may account for gender variations in organizing reality and achieving identity. Women should not assume a "male" leadership style, but develop their own style within the framework of their femininity. Many "female" traits previously considered liabilities (such as cooperation, intuition, and open communication) may prove to be valuable assets for 21st century female administrators. Recent research has demonstrated the benefits of feminine culture in schools. Women administrators offer various suggestions for aspirants: (1) know yourself; (2) share goals; (3) find a mentor; (4) network; (5) be prepared; (6) be above reproach; and (7) do not make gender an issue. Included are 27 references. (MLH)