From barriers to challenges: The Black and White female
experience in educational administration The purpose of this
study was to explore the barriers which selected Black and white
female elementary and secondary assistant principals and
principals experienced in the anticipatory and encounter stages
of their administrative socialization. Findings. (1) Issues
recognized as barriers in previous studies were re-defined as
"challenges" or "hurdles". (2) Barriers based on gender and race
affected these subjects diversely and, seemingly, to a lesser
degree than prior studies. (3) Mentors were key actors in their
socialization and in introducing the idea of going into
administration. (4) The role of assistant principal was
perceived as the least favored position. (5) Within the
selection process experience, having a connection with central
office was viewed as key to obtaining an interview. (6) The
strongest hurdle to going into administration was having a
family. Conclusions. (1) The climate for socialization has