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This article is based on a STEM education case study that illumines the work that three Black women school leaders do specifically on behalf of Black girls, and in examining their asset-based approaches, conceptualises their work by articulating an intersectional leadership framework. By historicising and explicating the rich legacy of Black women school leaders, and specifically including the theoretical dispositions in which their pedagogy is rooted, we shine a light on the lacuna that exists in educational leadership that specifically articulates their praxes when working on behalf of students with whom they identify – that is, Black girls. Black women have modelled what Black girls need because they empathise with their intersectional identities in unique ways. Based on their effective practices, we offer the following definition of intersectional leadership: the operationalisation of visionary strategies that privilege the experiences of followers who live the realities of more than one historically oppressive identifier.


This is an Accepted Manuscript of an article published in Journal of Educational Administration and History, volume 52, issue 3, in 2020, available online at . It may differ slightly from the final version of record.

The Creative Commons license below applies only to this version of the article.

Peer Reviewed



Taylor & Francis

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License



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