This volume examines the educational leadership of Black women in the U.S. as informed by their "raced" and "gendered" positionalities, experiences, perspectives, and most importantly, the intersection of these doubly marginalized identities in school and community contexts. While there are bodies of research literature on women in educational leadership, as well as the leadership development, philosophies, and approaches of Black or African American educational leaders, this issue interrogates the ways in which the Black woman s socially constructed intersectional identity informs her...