This article focuses on equitable leadership and its intersection with related yet distinct concepts salient to social justice pertinent to women and minorities in educational leadership. This piece is rooted and framed within the context of the United States of America, and the major concepts include identity, equity, and intersectionality—specific to the race-gender dyad—manifested within the realm of educational leadership. The objective is to examine theory and research in this area and to discuss the role they played in this study of the cultures of four Black women, all senior-level leaders within the realm of K-20 education in the United States. This work employed the tenets of hermeneutic phenomenology, focusing on the intersecting factors—race and gender, specifically—that impact these women’s ability and capability to perform within the educational sector. The utilization of in-depth, timed, semi-structured interviews allowed participants to reflect upon their experiences and perceptions as Black women who have navigated and continue to successfully navigate the highest levels of the educational leadership sphere. Contributors’ recounted stories of navigation within spaces in which they are underrepresented revealed the need for more research specific to the intricacies of Black women’s leadership journeys in the context of the United States.

本文关注的是公平领导力及其与相关但又不同的概念的交叉点，这些概念对于与教育领导力中的妇女和少数民族有关的社会正义具有重要意义。这件作品是根植于美国的背景，其主要概念包括在教育领导力领域中体现的身份，平等和交叉性（特定于种族两性平等）。目的是研究这一领域的理论和研究，并讨论他们在对四名黑人妇女的文化的研究中所扮演的角色，这四名黑人妇女是美国K-20教育领域中的所有高层领导。这项工作采用了诠释学现象学的宗旨，着眼于相交因素-种族和性别，特别是-影响这些妇女在教育部门中表现的能力。通过深入，定时，半结构化的访谈，参与者可以反思自己的经历和看法，因为黑人妇女已经成功地并继续成功地在教育领导层的最高层进行了航行。贡献者讲述了他们在代表性不足的空间中航行的故事，这表明有必要针对美国背景下黑人妇女的领导之旅的复杂性进行更多的研究。半结构化的访谈使参与者能够反思自己的经历和看法，因为黑人妇女已经成功地并继续成功地在最高的教育领导力领域中前进。贡献者讲述了他们在代表性不足的空间中航行的故事，这表明有必要针对美国背景下黑人妇女的领导之旅的复杂性进行更多的研究。半结构化的访谈使参与者能够反思自己的经历和看法，因为黑人妇女已经成功地并继续成功地在最高的教育领导力领域中前进。贡献者讲述了他们在代表性不足的空间中航行的故事，这表明有必要针对美国背景下黑人妇女的领导之旅的复杂性进行更多的研究。