Date of Award


Degree Type


Degree Name

Doctor of Education (EdD)


School of Education


This study, based on the qualitatively rendered experiences and perceptions of racially or ethnically diverse school principals leading International Baccalaureate (IB) public schools in the urban America, argues that intercultural proficiency development and intersectionality of race/ethnicity and gender identity influence school leadership practice. To make this point, I draw on the intercultural competence theoretical framework, intersectionality, and culturally responsive school leadership. Through a qualitative methodology, a comparative three-case study is identified from a larger sample of IB schools reported to be favorably employing the Learner Profile, a learner framework fostering the development intercultural understanding. Interview with school principal and visuals observed during school walk through will be analyzed using phenomenology and constant comparative methods. Findings indicated the extent that the principals' prior experiences and training had on their readiness for intercultural development. Further, the school context, specifically the school mission, pedagogical frameworks and ongoing practices reveal characteristics of intercultural proficiency development and convey the influence this has on the principals' leadership approaches. These scholarly findings are significant as they inform urban districts, the IB community, and mainstream leadership practices contributing to educational equity, increased academic achievement, authentic multiculturalism, improved intercultural proficiency development, and sustainable educational reform.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.