This study examined the influences of early life experiences on the development of leadership in four female professors of educational leadership. The findings of this naturalistic study suggest that early influences related to achievement, affiliation, and power are precursors of generativity on the part of these leaders. Understanding self as leader through reflection and critical examination can provide insight into those early experiences that can help girls and young women develop their leadership capacity. The authors conclude with a discussion of implications for leadership preparation and further research.

Based on two studies, one of girls and young women in middle schools and high schools (n=802) and arandom sample of their teachers (n=41), there is evidence that girls and young women are confident in theirviews of themselves as "smart" and do not see any differences in how they are treated by their peers orteachers for being "smart". The evidence from the teachers supports these perceptions and provides aglimpse at what characteristics/behaviors teachers perceive as identifying girls and young women as"smart." This evidence suggests that there is confidence among girls and young women relative to being"smart" which may well provide a basis for the development of skills which are needed to ensure girls andyoung women become leaders in our society.

Perhaps, the day will come when men and women administrators will learn with,and from each other, without having to consider whether it earns (or costs them)"brownie point" with the superintendent.The increasing desire for essential leadership skills that promote collaboration,consensus building, and empowerment of others has resulted in more opportunitiesfor women (Logan, 1998) in educational administration. According to Patterson(1994), there "exists a world view in which gender and racial equity issues are nolonger considered to be a problem" (p. 2). And, Logan (1998) suggests, "althoughproblems still persist and much remains to be done to remove gender filters in theworkplace, conditions are favorable for advancing gender equity" (p. 4). Yet, at themost basic levels of interaction, administrators may not exhibit collaboration,consensus building and supportive empowerment when interacting with each other.Consider this: if you don't smoke cigars, play golf, or ride a motorcycle, howeffective can you be as an administrator? Even when you know something aboutbeing a good principal and educational leader, if you don't participate in the socialactivities supported by the superintendent you can't help but wonder if yourteachers and students would be better off if you did. Patterson (1994) reminds us"we live in a society in which white men define and legitimate the dominant culture"(p. 3). This is a tale of how true that still is.