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In order for students of any age to compete in a globalized, ever-changing society, it is imperative that those in leadership roles reflect the needs of the communities they serve. Part of service in any capacity requires critical self-reflection and consistent assessment of “who is missing from the table,” in addition to conversation toward progress, social justice, and the transformation of antiquated ideologies and ways of knowing. As members of minority and historically marginalized groups reflect the majority of global citizens (Colby, S. L., & Ortman, J. M. (2015). Projections of the size and composition of the U.S. population: 2014–2060. U.S. Department of Commerce: Economics and Statistics Administration. Retrieved from https://www.census.gov/content/dam/Census/library/publications/2015/demo/p25-1143.pdf), a paradigm shift is needed so that students, leaders, and learners can exist in an environment that supports critical and cognitive approaches to the absorption of knowledge. Utilizing Black Feminist Thought, a framework was created to not only identify racially and ethnically diverse women in educational leadership, but to provide a “roadmap” or guide for the sustainability of these leaders in the academy as well as in P-12 school systems. A Black female scholar and a Black male working in secondary and higher education provide a guide to assist those working as educators, administrators in the spaces of secondary and higher education. This narrative provides information that will provide an avenue for the exposure, experiences, and equity for Black women in education to be at the forefront of educational reform.

According to Gardner (1990), leadership is defined as “the process of persuasion or examples by which an individual (or leadership team) induces a group to pursue objectives held by the leader or shared by the leader and his or her followers” (p. 1). Though this definition of leadership is popular, this analysis is laced with assumptions. It fails to acknowledge the intentional and often covert hierarchical nature of leadership, which negatively affects marginalized groups, that is, the “so-called” followers. The assumption in traditional notions is that everyone is striving toward the same goals and all receive the same benefits. Under this model, no individual is forced or compelled to acknowledge his/her own privilege, biases, or recognize the potential role each person has in perpetuating oppression. By demystifying these assumptions, the authors provide alternative ways to think about leadership.