Leadership and intersectionality: Constructions of successful leadership among Black women school principals in three different contexts

Using intersectionality theory, the article presents constructions of successful leadership by three Black women school principals in three different contexts: England, South Africa and the United States. The article is premised on the overall shortage of literature on Black women in educational leadership, which leaves Black women’s experiences on the periphery even in contexts where they are in the majority. Through a life-history approach, we interviewed three Black women leaders on their experiences of gender and race in constructing success in leadership, and used intersectionality theory to analyse their accounts. Our analysis suggests that Black women leaders’ constructions of success are shaped by overcoming barriers of their own racialized and gendered histories to being in a position where they can lead in providing an education for their Black communities, where they are able to inspire a younger generation of women and to practice leadership that is inclusive, fair and socially just. We conclude with a range of implications for the scholarship of intersectionality and educational leadership practice