Author ORCID Identifier
Natasha N. Johnson: https://orcid.org/0000-0001-8145-2153
Thaddeus L. Johnson: https://orcid.org/0000-0002-2908-7897
Document Type
Article
Publication Date
7-25-2024
Abstract
Intersectionality is a proven theoretical framework, offering a lens to explore how multiple identities and interlocking systems of power influence equity for historically underserved groups. This paper, with its unique focus on Black/African American women as a unilateral demographic, applies the multi-level intersectionality model to elucidate how race and gender converge to impact the educational and leadership experiences of Black/African Diasporan women. By illustrating the model’s utility in research, policy, and practice, it not only sheds light on how systems of privilege shape opportunities and (in)equities for underrepresented groups, particularly within the context of higher education and leadership, but also provides actionable insights that empower policymakers and practitioners to make a difference. Framed within the context of higher education in the United States, this research underscores the need for more attention to race-gender diversity in higher education, as education and leadership are, in many ways, a manifestation of attainment and self-actualization. These insights can guide the development of effective policies and practices that promote equity and diversity in higher education, offering tangible solutions to the persistent challenges faced by Black/African American women in these spheres.
Recommended Citation
Johnson, N. N., & Johnson, T. L. (2024). The Race-Gender-Equity-Leadership Matrix: Intersectionality and Its Application in Higher Education Literature. Journal of Black Studies, 0(0). https://doi.org/10.1177/00219347241259454
Creative Commons License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 International License.
DOI
https://doi.org/10.1177/00219347241259454
Comments
Accepted manuscript version of an article published by Sage in Journal of Black Studies, https://doi.org/10.1177/00219347241259454.