"Chess, Not Checkers": Strategic Navigation of Intersectionality by Black Women in EdTech Leadership
Location
Boston 2&3
Session Format
Presentation
Abstract
Although diversity in educational and technology leadership is increasingly recognized as a factor that can improve student learning outcomes, Black women are significantly underrepresented in these roles. The purpose of this phenomenographic study was to explore the varied ways Black women in educational technology (EdTech) leadership roles within public school districts experience and perceive their positions. Existing literature on Black women in educational leadership and corporate IT highlights pervasive tokenism, technical credibility challenges, and cultural taxation. However, it critically lacks empirical exploration of these specific intersectional realities within K-12 EdTech leadership. Using in-depth semi-structured interviews with seven Black women district leaders, this research investigated the compounded realities they navigate, including gendered cultures, microaggressions, and systemic barriers. The findings identified eight categories of description organized into a four-layered outcome space that models the strategic transformation of these experiences. This structure reveals the proactive resilience and agency, metaphorically described as "Chess, Not Checkers," by which these leaders fulfill their mission to drive digital equity. The results advance the understanding of their leadership journeys and provide insights to support the advancement of Black women in EdTech.
Keywords
Educational Technology Leadership, Black Women, Intersectionality
Professional Bio
Dr. Monika Davis, EdTech Strategist and Advisor, is a highly accomplished leader with thirty years of experience in K-12 technology, infrastructure, and integration. She holds a doctoral degree in Instructional Technology, specializing in Technology Leadership from Kennesaw State University. As the former Chief Information Officer for the DeKalb County School District, she successfully managed a budget exceeding $219 million and championed digital equity for over 116,000 users. Dr. Davis provides a critical, research- and practice-informed perspective on the intersection of educational leadership, systemic technology implementation, and the realities faced by Black women in EdTech leadership.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Davis, Monika, ""Chess, Not Checkers": Strategic Navigation of Intersectionality by Black Women in EdTech Leadership" (2026). Georgia Educational Research Association Conference. 16.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/16
"Chess, Not Checkers": Strategic Navigation of Intersectionality by Black Women in EdTech Leadership
Boston 2&3
Although diversity in educational and technology leadership is increasingly recognized as a factor that can improve student learning outcomes, Black women are significantly underrepresented in these roles. The purpose of this phenomenographic study was to explore the varied ways Black women in educational technology (EdTech) leadership roles within public school districts experience and perceive their positions. Existing literature on Black women in educational leadership and corporate IT highlights pervasive tokenism, technical credibility challenges, and cultural taxation. However, it critically lacks empirical exploration of these specific intersectional realities within K-12 EdTech leadership. Using in-depth semi-structured interviews with seven Black women district leaders, this research investigated the compounded realities they navigate, including gendered cultures, microaggressions, and systemic barriers. The findings identified eight categories of description organized into a four-layered outcome space that models the strategic transformation of these experiences. This structure reveals the proactive resilience and agency, metaphorically described as "Chess, Not Checkers," by which these leaders fulfill their mission to drive digital equity. The results advance the understanding of their leadership journeys and provide insights to support the advancement of Black women in EdTech.
