This study compared the differences in success rates of urban black and white women elementary, middle, and junior high school principals in obtaining the first principalship position and functioning in the principalship role during the first year.ProcedureA twenty-two-item closed-form and open-form type questionnaire was developed, tested, and mailed to a selected sample of 173 urban black and white women elementary, middle, and junior high school principals from three selected urban areas located in the Western and Midwestern regions of the United States. Responses were received from 112 (65 percent) of the recipients. The instrument was designed to elicit personal and professional data pertaining to problems encountered in obtaining the first principalship position and functioning in the role of the principal during the first year. Data were analyzed according to similar and dissimilar percentages of responses. of black and white women principals. The most serious problems experienced by principals in obtaining the first administrative position were forms of discrimination and male and female resentment. More white women principals experienced racial and sexual discrimination than black women principals primarily because more white principals than black principals had an opportunity to be interviewed in minority as well as nonminority communities. Usually the interview committee members as well as community members in minority neighborhoods preferred either a minority or a male principal regardless of race. More black principals experienced male and female resentment.The most serious problems encountered during the first year of the principalship included: (1) inadequate facilities, supplies, and equipment; (2) ineffective staff; (3) lack of experience in handling administrative responsibilities; (4) racial prejudice; (5) unwillingness of staff members to follow school integration guidelines; (6) time distribution between family and administrative responsibilities; and (7) family resentment toward job. More black women principals than white women principals were married and had an even greater problem in fulfilling home responsibilities.The most successful methods used by the principals to manage the problems encountered included: (1) using good time management and organizational strategies, (2) hiring household help, and (3) promoting and encouraging staff involvement in decision-making processes. / Department of Secondary, Higher, and Foundations of Education

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From our earliest history, gifted women from Sappho and Harriet Tubman to Eleanor Roosevelt and Nadine Gordimer have enhanced our lives through their gifts and accomplishments. Since many of these gifted women have succeeded in the face of almost insurmountable obstacles, it is often assumed that all gifted women will be able to achieve without outside help. However, many gifted women do not realize their potential and end up squandering their gifts in menial tasks, underpaid jobs, and unfulfilled lives. Thus, career development for gifted women is an essential task.For women who possess a variety of talents, one of the best ways to be fulfilled is through the balancing of multiple roles, such as family and work. Consequently, one aspect of career development, which is of great importance to gifted women in particular, is the decision about whether to engage in multiple roles and how to do so successfully. Since juggling multiple roles requires prior planning and serious commitment, one of the best ways to assist gifted young women in these tasks is to gain information about how the decision was made and determine their level of commitment to it. As with many career decisions, knowledge about, and encouragement for, particular choices may depend upon mentors and role models.Mentors and role models can be invaluable but their impact in helping with preparation for a lifestyle involving multiple roles is unknown. To determine who their mentors and role models are and how they affect attitudes toward multiple roles, 101 gifted high school women completed a demographics question and the Attitudes Toward Multiple Role Planning scale (ATMRP). Data were analyzed via frequency counts, chisquare, and MANOVA procedures.Contrary to expectations, study participants did not have significantly more role models than they did mentors nor was any one group mentioned most often as mentors and role models. As anticipated, most gifted young women did plan to combine family and paid employment in their lives. However, no significant group differences on the A'TMRP were found between those with mentors and role models and those without. Conclusions and implications are discussed. / Department of Counseling Psychology and Guidance Services