Authors : Courtney Heatherton Blackledge

Volume/Issue : Volume 10 - 2025, Issue 12 - December

Google Scholar : https://tinyurl.com/3pn867yy

Scribd : https://tinyurl.com/4kexdxdz

DOI : https://doi.org/10.38124/ijisrt/25dec710

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Abstract : Intersectionality Theory provides a basis for understanding the influence of overlapping social identities, including race and gender, in creating distinctive experiences of disadvantage and discrimination. The objective of this paper is to review how the Intersectionality Theory explains the difference in experiences between Black female principals and their male counterparts within schools in the United States. This has been analyzed through three significant case studies, which reveal the challenges experienced by Black female principals working at the forefront of institutional hierarchies and with a high level of complexity. The paper further discusses the implications of intervention and leadership procedures regarding the experiences of Black female principals for the future in terms of policy and actions. Trends and potential changes have been identified, including legislative interventions and comprehensive policies to support Black female principals. Lastly, recommendations were provided based on research to address broader fields of interests that can inform management regarding policies and approaches to improve schools for Black female principals.

Keywords : Feminist Theory, Standpoint Theory, Critical Race Theory, Intersectionality Theory.

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