Content area
Abstract
The position of school superintendent and head in the United States has historically been White and male-dominated in the United States. This dominance reflects neither the characteristics of the student body they serve nor the school professionals they lead. While scholarly research has focused on the lack of gender or race in the superintendent–headship pipeline, few studies have examined the intersectionality of race and gender in the same pipeline. This project used case study research as an approach to building theory, utilizing both qualitative and descriptive statistical data to explore and analyze the impact of intersectionality on the lived experiences of Black female superintendents and heads of school. This research was intentionally designed to collect and publish data that would broaden awareness and influence the demarginalization of Black women in school leadership positions. Experiences were captured through in-depth interviews, narrative accounts, and the triangulation of varied data sources. Using inductive and deductive analysis, findings confirmed and refined theoretical constructs. A comparison of practice and theory led to the development of non-traditional epistemologies to understand how intersectionality impacted the acquisition and lived experiences of Black women in currently serving headships–superintendencies in New York State. Two findings, Pioneers’ Grit and the Calling, emerged and presented new ways to look at intersectionality within the power structure of educational leadership and policy. This inquiry offers suggestions on ways intersectionality can be used to reform the educational leadership pipeline, policies, and practices for inclusivity.
