Intersectionality and Leadership in Context: Examining the Intricate Paths of Four Black Women in Educational Leadership in the United States

Autor/inn/en	Johnson, Natasha N.; Fournillier, Janice B.
Titel	Intersectionality and Leadership in Context: Examining the Intricate Paths of Four Black Women in Educational Leadership in the United States
Quelle	In: International Journal of Leadership in Education, 26 (2023) 2, S.296-317 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnson, Natasha N.) ORCID (Fournillier, Janice B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2020.1818132
Schlagwörter	Intersectionality; Leadership; Blacks; Females; Social Justice; Elementary Secondary Education; Administrators; Administrator Attitudes; Higher Education; Community; Resilience (Psychology); Persistence; Racism + Suchen Sie Ihr Suchwort? Führung; Führungsposition; Black person; Schwarzer; Weibliches Geschlecht; Soziale Gerechtigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausdauer; Rassismus
Abstract	There is an emergent body of scholarship about the specific ways in which Black women lead within the context of education. In the United States, women comprise three-quarters of the educational workforce. Yet, roughly four in five senior-level leaders in education are male. Although developments continue to be made, only very recently has significant advancement been made in what remains a historically male-dominated space. Black women represent the most educated group in today's workforce; yet, they represent a small fraction of leaders who ascend above the ranks of mid-level management. In response to this, we were compelled to add to the existing research in this sphere. Our paper incorporates social justice leadership theory as a frame for the study of Black women in the context of educational leadership. Employing a hermeneutic phenomenology, we interviewed four Black women in educational leadership to examine the intersecting factors (i.e. race and gender) that impact these women's ability to lead. Using in-depth, timed, semi-structured interviews, contributors reflected upon their unique experiences and perceptions as non-archetypal leaders. Participants' recounted stories of resilience, community, struggle, and perseverance revealed the need for more US-based research specific to the intricate leadership journeys of Black women in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01