Building on earlier research and discourse on women in educational leadership, we conducted a qualitative secondary analysis on conceptual and empirical research. A permeating theme throughout literature was women’s ability to negotiate gender and race in a historically marginalizing working environment. A key assertion made by authors is that by incorporating this dimension to their leadership can be helpful for those who search for life-sustaining contexts while simultaneously empowering themselves as agents of transformative change (Shields, 2010) who align everyday practice with core values. Implications and recommendation are offered that capture the impact of how women leadership behaviors interplay with race and gender
