Abstract
Current research that specifically examines the racialised experiences of Black women school educators in England at different stages of their careers is scarce, creating a vacuum of understanding that can challenge barriers to their recruitment and retention. This article focusses on how race and gender identities mutually and simultaneously hinder and harm Black women as education professionals and sustain their inferiority in the eyes of whiteness through intersectional invisibility. Findings are drawn from personal stories of four Black women educators, shared through narrative inquiry methodology, to illuminate ways in which androcentric and ethnocentric prototypical social group members maintain dominant power structures and reinforce the subordination of Black women educators as non-prototypical to manifest as experiences of invisibility and harm. Individual stories illustrate experiences of the invisible/hyper-visible dichotomy impeding career progression, of undertaking invisible work, of assumptions about their legitimacy in school spaces and of wellbeing concerns. From the standpoint of intersectionality's ability to create critical citizenry, this article raises awareness of the need for action by senior leaders in English schools and beyond, to challenge and eliminate the intersectional invisibility experienced by their Black women staff. Conclusions signpost to actions that can shape localised policy and practices to improve Black women educators' experiences. As Black women educators contribute to the success of underrepresented learner groups, there are significant institutional benefits to reducing Black women educator attrition, increasing representation at all levels and improving their wellbeing.