The Intersectionality of Afro-Latinx School Leaders: A Qualitative Inquir

Leadership has long been criticized for operating under a normative White, male lens that ignores the relationship between racial identity and leadership (Bordas, 2012; Hernandez, 201; Nevarez & Wood, 2007). This becomes especially problematic when considering the tremendous diversity within the Latinx community. Additionally, an Afro-Latinxs' unique position as racially Black and ethnically Latinx provides a distinct vantage point in a school context that continues to grow with culturally and linguistically diverse learners. The purpose of this study was to explore the complex experiences of Afro-Latinx school leaders in order to give them a voice in the literature and help broaden the leadership lens in the field of Educational Leadership. This narrative study of four Afro-Latinx school leaders included five semi-structured interviews, identity questionnaire, and journal responses to help re-story the participants' data, and used intersectionality as a lens to understand the data. The narratives were developed describing the participants' racial/ethnic experiences and leadership. Data analysis revealed three key findings: 1) three unique Afro-Latinx identity development stages; 2) empathy as a leadership practice grounded in the fact that these leaders see themselves in their students and; 3) the influence of gender on their leadership practices. This research advocates and offers the opportunity for the field to explore how leadership and leadership preparation must take into account the intersectionality of Afro-Latinxs for a richer understanding of the experiences of leaders of color.