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The underrepresentation of Black, indigenous, and people of color in executive-level information technology positions

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The underrepresentation of Black, indigenous, and people of color in executive-level information technology positions

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The Underrepresentation of Black, Indigenous, and People of Color in Executive-Level
Information Technology Positions

Emilio Luis Alvarez

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
In partial fulfillment of the requirements for the degree of
Doctor of Education

May 2023

© Copyright by Emilio Luis Alvarez 2023
All Rights Reserved

The Committee for Emilio Luis Alvarez certifies the approval of this Dissertation

Cathy Krop
Mayra Helguera
Paula Carbone, Committee Chair

Rossier School of Education
University of Southern California
2023

iv
Abstract
This study aimed to explore the barriers Black, Indigenous, and people of color (BIPOC)
encountered pursuing executive-level positions in information technology. The
underrepresentation of BIPOC in executive-level positions in information technology led the
researcher to investigate this topic. The goal of this study was to understand the perspectives of
the 10 BIPOC participants who successfully navigated overt discrimination and toxic
environments in their organizations. This research employed a basic qualitative approach that
used in-depth interviews as the method of data collection. At the time of data collection, all
participants were BIPOC who occupied executive-level positions in IT. Executive-level positions
are leadership positions that are higher than manager-level within an organization. The data
analysis answered the research questions of how the BIPOC participants perceived the barriers
they faced and how they successfully overcame those barriers. The findings reflect the
participants’ insights, experiences, and beliefs and revealed the similarity of the participants’
experiences, the influence on relationships, and the importance of mentoring and coaching. This
study may assist in closing the representation gap of BIPOC in executive-level positions by
communicating the importance of mentorship, training, and guidance in navigating organizations
with overt discriminative cultures.

v
Acknowledgments
First and foremost, I would like to thank my Lord and Savior, Jesus Christ, because,
without him, none of this would be possible. Secondly, I would like to thank my dissertation
chair, Dr. Paula Carbone, for all your support and guidance during my journey. I am forever
grateful for everything you did to keep me on track. I would also like to thank and acknowledge
the rest of my dissertation committee, Dr. Krop and Dr. Helguera. Thank you so much for your
time and efforts in serving on my committee. Your suggestions and feedback were instrumental
in assisting me with getting the most out of the data and telling the story.
To my friends and colleagues, thank you for your continued support. Your jokes about
how long this was taking were encouraging, as were all the future golf reservations for Dr.
Alvarez. To my parents, thank you for all your love and constant checking in. Mom, thanks for
understanding I could not visit as much as I wanted to. Pops, thanks for all the pep talks and
encouragement. I love you guys! To my daughter, Sophia, thank you for all of your
unconditional love and understanding when Daddy could not go with you to a party or activity.
Your smile, jokes, and “Huggies” helped me get through the journey. Thank you, Sophie. Daddy
loves you!
Finally, to my wife, Jackie. Thank you for being our family “rock.” I know this has not
been easy, and at times it was taxing for you, and you have had to do more than your fair share
around the house and activities with Sophia. Your sacrifice allowed me to focus my energy on
this journey. Thank you for all your love, patience, and understanding. I love you to the moon
and back. Now, we have completed this journey. We did it, babe!

vi
Table of Contents
Abstract .......................................................................................................................................... iv
Acknowledgments........................................................................................................................... v
List of Tables ............................................................................................................................... viii
List of Figures ................................................................................................................................ ix
Chapter One: Introduction .............................................................................................................. 1
Context and Background of the Problem ............................................................................ 2
Purpose of the Project and Research Questions .................................................................. 3
Importance of the Study ...................................................................................................... 4
Overview of Theoretical Framework and Methodology .................................................... 5
Definition of Terms............................................................................................................. 6
Organization of the Dissertation ......................................................................................... 7
Chapter Two: Literature Review .................................................................................................... 8
History of the Problem ........................................................................................................ 9
Barriers BIPOC Encounter Pursuing Executive-Level IT Positions ................................ 14
Mentors, Coaching, and Sponsorships .............................................................................. 23
Conceptual Framework ..................................................................................................... 28
Summary ........................................................................................................................... 32
Chapter Three: Methodology ........................................................................................................ 33
Methods............................................................................................................................. 33
Researcher Biases and Positionality ................................................................................. 37
Credibility and Reliability................................................................................................. 38
Ethics................................................................................................................................. 39
Chapter Four: Findings ................................................................................................................. 41
Context .............................................................................................................................. 41

vii
Results and Findings ......................................................................................................... 43
Chapter Five: Recommendations .................................................................................................. 57
Discussion of Findings ...................................................................................................... 57
Recommendations for Practice ......................................................................................... 58
Limitations and Delimitations ........................................................................................... 60
Conclusion ........................................................................................................................ 61
References ..................................................................................................................................... 64
Appendix A: Interview Protocol ................................................................................................... 80
Interview Questions .......................................................................................................... 80

viii
List of Tables
Table 1: Demographic Profiles of Qualified Participants ............................................................. 42
Table 2: A Priori and Open-Coded Themes as They Pertain to the Two Research Questions..... 43

ix
List of Figures
Figure 1: Industry Participation by Gender, Sex, and Race Groups: High Tech Versus
All Private ...................................................................................................................... 19
Figure 2: Social Cognitive Theory ................................................................................................ 29

1

Chapter One: Introduction
The information technology (IT) profession is one of the fastest-growing and highest-
compensated industries of the 21st century (Allen, 1997). Projections have indicated the IT
sector will increase by 9.2%, creating 23,000 new technical jobs by 2023 (U.S. Department of
Commerce, 2016). The IT industry is booming, but there is a disconnect between the number of
IT jobs and Black, Indigenous, and people of color (BIPOC) representation in these highly
skilled and well-paying jobs (McLauren, 2016). In this study, when the term BIPOC is used, it is
inclusive of Black, Indigenous, and people of color and also includes women who are BIPOC
and White, as women are also marginalized and underrepresented in IT.
Diversity refers to the state of being diverse, that is, different, unlike, various (Yang &
Matz-Costa, 2018). Diversity in today’s climate includes culture, gender, nationality, sexual
orientation, physical abilities, social class, age, socioeconomic status, and religion (Banks, 2017).
Diversity is not prominent through the IT ranks. The underrepresentation of BIPOC does not end
at the lower-level positions but becomes most apparent at the higher levels of the IT hierarchy
(McMahon, 2010).
With companies moving to the cloud and away from traditional on-premise, brick-and-
mortar data centers, there will be an increase in demand for highly skilled technology workers,
creating 11 million new jobs by 2023 (Info-Tech Employment, 2017). The U.S. Equal
Employment Opportunity Commission (2018) concluded that 68.5% of all IT employees are
male Caucasians and represent a more significant footprint than BIPOC. The U.S. Department of
Labor forecasts that by 2023, women in general and non-White males will make up more than
58% of the U.S. workforce, and still, only 11% will be in executive-level leadership positions in
the IT sector (U.S. Bureau of Labor Statistics, 2017). This trend is concerning because society is
2

pushing for more diversity, inclusiveness, and racial justice (Frey, 2018). Organizations are
making concerted efforts to change cultures to ones that encourage inclusion and
multiculturalism. Yet, the data unfold a stark picture of an industry dominated in the United
States by White males, but more importantly, an industry that is severely underrepresented by
BIPOC in executive-level IT positions. This study investigated the underrepresentation of
BIPOC in executive-level IT positions and demonstrated how their inclusion would improve an
organization’s overall performance.
Context and Background of the Problem
Information technology’s evolution is rapidly changing how organizations conduct
business, and those who embrace this change experience competitive advantages (Yang & Matz-
Costa, 2018). IT provides the ability for organizations to gather data in real time and allows
leadership to make informed and impactful decisions, thus creating a competitive advantage
(Love et al., 2004). IT departments have evolved into foundational pieces for organizations by
transforming business problems into solutions with the assistance of technology, and when
BIPOC are excluded, an imbalance is created in how IT solutions develop and solve these issues
(Munnekhoff et al., 2017).
The underrepresentation of BIPOC exists in some of the world’s premier IT companies.
For instance, Google’s employee base is 59% White, 35% Asian, 4% African American, and 2%
Latinx. When focusing only on Google’s technical positions, African Americans’ representation
in the tech workforce is less than 1% (Google, 2021). Google’s gender representation is 69%
men and 31% women, but of the 31% of women, only 12% are in management positions
(Google, 2017). Much like Google, Apple is underrepresented by BIPOC. The number of
African Americans and Latinx from Microsoft and Google combined is three times less than the
3

number of White employees at Apple (Apple, 2022). Apple’s management team comprises 29%
women, compared with 71% men. In the United States, the data show that African Americans
make up 2.3%, Latinx make up 3.1%, and Asians make up 10.6% of all executive-level IT
positions (U.S. Equal Employment Opportunity Commission, 2019). Additionally, women
represent just 11.5% of executive-level IT positions in publicly traded companies and 9.2% of
companies traded on the S&P 100 (Van Ewijk, 2018). In a comprehensive study, Bauman and
Murray (2014) interviewed 391 employees across eight different IT companies in Silicon Valley.
They found that 61% of the employees interviewed believe diversity in the workplace allows for
the collaboration of new ideas, increased productivity, and improved problem solving.
The research has demonstrated the competitive advantages and economic benefits of
having a diverse workforce (Bauman & Murray, 2014). If diversity is nonexistent, organizations
have a narrow perspective when hiring executive-level IT positions. The lack of diversity in
senior-level IT positions will stifle hiring creativity, and organizations will lose the ability to
attract top talent (Chowdhury, 2005).
Purpose of the Project and Research Questions
The purpose of this qualitative study was to investigate how IT employees who are
BIPOC perceive opportunities and obstacles in their pursuit of executive-level IT positions in
mid-sized organizations with fewer than 1,000 employees in the United States and to ensure they
understand support is available in the form of sponsors, mentors, and coaching to aid them in
their journey. Additionally, this study explored BIPOC perceptions of the process of obtaining an
executive-level position in the IT field.
The research questions framing the study were as follows:
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1. How do BIPOC executives in IT perceive the barriers faced in obtaining their
positions?
2. How do BIPOC executives in IT perceive their success in overcoming the challenges?
Importance of the Study
Diversity in leadership provides the advantage of using a multicultural perspective that
encourages teams to foster creativity and innovation, producing a competitive advantage
compared with organizations that do not have diversity and therefore view problems from a
single perspective (Basset-Jones, 2005). In a large-scale survey across several companies in the
technology sector, McMahon (2010) concluded a positive correlation exists between racial
diversity and an organization’s overall performance.
There are ramifications for the void of BIPOC in executive-level IT roles. These are
missed opportunities for increasing diversity because leadership did not make a concerted effort
to encourage, promote, or create diverse management teams in their organizations. A diverse
technical management team can provide different perspectives, ideas, skills, and experiences that
can directly contribute to solving an organization’s technological challenges. According to
Laroche (2003), White executives tend to hire more individuals who look, think, and act like
them, contributing to the underrepresentation of BIPOC in executive-level IT positions. The
inclusion of diversity into an organization’s IT management ranks can lead to diversity in new
hires and the promotion of qualified candidates with diverse backgrounds. The IT domain is
progressive and should not be constrained to the archaic IBM mindset of the 1950s, where
women and people of color were nonexistent and void of leadership roles (Martin, 2014).
5

Overview of Theoretical Framework and Methodology
Social cognitive theory (SCT; Bandura, 1977) is appropriate to examine this problem
because it is a learning theory consisting of triadic reciprocal causation and includes personal,
behavioral, and environmental determinants. SCT theory considers an individual’s past
experiences, which factor into whether behavioral action will occur. These past experiences
influence reinforcements, expectations, and expectancies, all of which shape whether a person
will engage in specific behavior and the reasons why a person engages in that behavior (Schunk
& Zimmerman, 2011). The subset of SCT theory to address the problem of practice is self-
efficacy and collective self-efficacy. An individual’s self-efficacy beliefs influence motivational
levels and how one perseveres in the face of difficult situations by setting goals for oneself, one’s
outcome expectations, and causal attributions for one’s successes and failures (Bandura, 2012).
An individual’s self-efficacy can become collective self-efficacy, which is the view and
perception of a group’s collective ability to perform a job-related goal successfully.
Additionally, SCT provides a self-efficacy lens in that when someone witnesses an
injustice, such as the problem in this study, they will speak up and question if racial or gender
biases exist. The collective self-efficacy comes into play when one leads by example, indicating
that a culture of diversity and inclusiveness needs to exist, and others collectively join that
mindset, creating a collective and changing the culture. The self-efficacy and collective self-
efficacy theories help elucidate how IT employees of color perceive opportunities and obstacles
in their pursuit of executive-level IT positions by the goals they choose to pursue, how they
accomplish those goals, and reflection on performance in obtaining their goals (Bandura, 2012).
The research design used for this study was the qualitative case study method. The
qualitative method was used to understand people’s beliefs, experiences, attitudes, behavior, and
6

interactions (Pathak et al., 2013). The specific inquiry used was a case study. The case study
approach aligns best with a qualitative method, according to Merriam and Tisdell (2016). A case
study approach was used because this study’s focus was to answer “how” BIPOC employees in
IT perceived their hiring at executive levels and how they perceived the “why” of disparity in
representation at executive levels. Therefore, the information obtained from the case study aligns
with and helps explain how IT employees of color perceived opportunities and obstacles in their
pursuit of executive-level IT positions.
Definition of Terms
The following are key terms used throughout the study:
• Collective efficacy is a group’s shared belief in its joint efforts to organize and
execute the courses of action required to produce a set goal (Bandura, 1997).
• Diversity is the state of being diverse that is different, unlike, various (Patterson,
1990). The modern criteria for diversity include culture, gender, nationality, sexual
orientation, physical abilities, social class, age, and religion (Moffitt, 2016).
• Information technology (IT) involves developing, maintaining, and using computer
systems, software, and networks to process and distribute data (Ramsden & Ramsden,
1990).
• BIPOC is an acronym for Black, Indigenous, and people of color (Merriam-Webster,
n.d.).
• Multicultural perspective is the focus of understanding cultural and ethical factors
influencing social behavior (Rodriguez, 2020).
• Self-efficacy refers to personal judgments of one’s capabilities to organize and
execute courses of action to attain designated goals (Bandura, 2012, p. 12).
7

• Social cognitive theory is a learning theory consisting of triadic reciprocal causation
and includes personal, behavioral, and environmental determinants (Cahill, 1987).
• A qualitative case study is research that comprises naturalistic, holistic, ethnographic,
phenomenological, or biographic methods (Stake, 1995).
• A qualitative method is used to understand people’s beliefs, experiences, attitudes,
behavior, and interactions and generates nonnumerical data (Pathak et al., 2013).
Organization of the Dissertation
This study’s remaining sections are arranged into four additional chapters and include
references and an appendix. Chapter 2 provides a detailed review of BIPOC in IT careers,
examining the underrepresentation of BIPOC in executive-level IT roles and the barriers for
BIPOC in obtaining senior-level positions in IT, as well as the challenges of attracting and
retaining BIPOC in executive-level IT roles. Chapter 3 details the study’s methodology in
conjunction with the sample, research design, data collection, and data analysis procedures.
Chapter 4 discusses the study findings and data analysis. Finally, Chapter 5 summarizes the
study along with major findings, implications for actions, and recommendations for additional
research and conclusions.

8

Chapter Two: Literature Review
The advancement of Black, Indigenous, and people of color (BIPOC) into executive-level
technical positions is a rarity in today’s workplace. These highly sought executive-level positions
range from information technology director (IT director) to chief technology officer (CTO) and
chief information officer (CIO). These positions require a foundation of technical knowledge and
experience, the management of people who perform a variety of specialized technical functions,
and the ability to communicate effectively and cultivate relationships with all. These positions
are reserved for the best candidates, yet qualified BIPOC candidates continue to be an
afterthought and are underrepresented in these positions (Chakravori, 2020).
Tech companies in Silicon Valley, the world’s technology capital, pledged to create more
diversity in their leadership positions. Still, 6 years later, BIPOC numbers increased by less than
4% among tech companies in the area (Rahim-Dillard, 2021). The literature has indicated an
underrepresentation of BIPOC in the tech industry and an immense void of BIPOC in senior
leadership roles. Furthermore, the hiring trend data for the tech industry suggest the promotion
and hiring of White males into CTO and CIO roles will likely continue for the foreseeable future
(Harrison, 2019).
Understanding why BIPOC are underrepresented in executive-level IT leadership roles is
paramount. Furthermore, as the world evolves and the demand for qualified IT professionals
continues to grow, it is vital to understand where the issues reside for BIPOC in their career
pursuits. The literature review includes an introduction and a history of the study. This study
provided a theoretical framework that preceded a historical investigation cited by major
references and a summary that gives evidence, significance, and relevance for this study’s
addition to the empirical body of knowledge.
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The primary objective of this study was to examine and obtain a fundamental
understanding of how BIPOC perceive they can achieve their goals of obtaining senior-level
executive roles in IT organizations. Additionally, it was designed to determine how BIPOC
processed potential roadblocks and barriers while pursuing these advanced IT leadership roles
and how this experience resonated with them. In the past, studies have been conducted on the
underrepresentation of women and minorities in technology. However, compared with the
demographic representation in 2021, BIPOC have not made the significant impact predicted in
the early 2000s (Anderson, 2021).
Therefore, this chapter critically reviews the literature discussing the barriers faced by
BIPOC in their pursuit of executive-level positions in the IT field. This review includes data and
research documenting the issues that BIPOC encounter in the IT field and how they perceived
these issues, processed the situations, and moved forward. This chapter is organized to provide
insight into the problem’s history, inhibitors for BIPOC pursuing executive-level IT positions,
the importance of mentors and executive coaching, and the theoretical framework.
History of the Problem
A closer look at the origins of the issues is needed to fully understand how BIPOC are
underrepresented in senior-level executive technical positions. Throughout history, BIPOC have
been discounted and mistreated by many. Inequality and racism have plagued BIPOC for
centuries in America and hindered their education, life opportunities, and social status (Solly,
2020). Segregation in public schools provided a platform for inequality and subpar learning
environments for BIPOC students. From their inception, schools serving students of color
received significantly less funding than schools serving White students and faced overcrowding,
inadequate supplies, and insufficiently paid teachers (Champion, 2020). Such disparities resulted
10

in gaps in the educational opportunities available to BIPOC students. Because of these
disparities, segregation was declared unconstitutional by the United States Supreme Court in
1954 (Brown v. Board of Education, 1954). Yet, BIPOC students continued to experience the
same substandard learning conditions for decades (Spears, 2019).
Racial segregation in employment has been prevalent in America for centuries, with
BIPOC having separate working environments and conditions. As a result, many endured racial
discrimination, lower pay, watered-down titles, and non-optimal working conditions (Freeman,
1993). Finally, the Civil Rights Act of 1964 was passed, and enforcement was delegated to the
Equal Employment Opportunity Commission (EEOC) in the early 1970s (Ferguson, 2019). But,
similar to the segregation in public schools, BIPOC continued to be discriminated against in the
workplace well beyond the ban.
Despite these challenges, several BIPOC overcame segregated conditions and excelled in
their fields. For example, Mary Winston Jackson overcame segregation and gender
discrimination barriers to become an aerospace engineer in the segregated section of Langley
Research Center, later known as NASA (NASA, 2020). Jackson was also physically segregated,
which included working in a supersonic pressure tunnel that measured 4 feet by 4 feet, was not
air-conditioned, and had little lighting. In contrast, her White male counterparts worked
comfortably in well-lit, air-conditioned buildings. Despite these sub-optimal conditions, Jackson
continued her work in solving advanced mathematical equations needed for space flight. As a
result, Jackson is credited with being one of the primary reasons NASA put astronauts in outer
space. Unfortunately, her journey and accomplishments were known only by those in the
aerospace industry. It was not until the book Hidden Figures (Shetterly, 2016) was published and
focused on her achievements that Jackson became a household name (NASA, 2020). In 2020,
11

NASA renamed its headquarters in Washington, D.C. to the Mary W. Jackson NASA
Headquarters in honor of her becoming NASA’s first African American female engineer.
Unfortunately, contributions on the scale of Jackson’s are rare for BIPOC, especially when
looking at the technology industry.
To better understand why White males dominate the IT industry, one must look back to
the beginning of the IT era. Many experts agree that three events shaped and defined the early
computer technology era and IT landscape (Press, 2013). First, in 1945, John von Neumann
created the “First Draft of a Report on the EDVAC.” This was the first published logical design
of a computer using a stored program (Von Neumann, 1945). Second, in 1973, Bob Metcalfe
created the memo that invented “Ethernet” at the Xerox Palo Alto Research Center (PARC)
(Kirsner, 1998). And finally, in 1989, Tim Berners-Lee circulated “Information Management: A
Proposal,” which outlined a global hypertext system, better known as the “World Wide Web”
(McCracken, 2014). Because of the underrepresentation of BIPOC in technology, three White
men accomplished these landmark events. If BIPOC had had access to better education, this
would have directly contributed to more representation in the IT field, and it is within reason to
believe that one or all of these events could have been enacted not by White men but by someone
who was BIPOC.
According to Hicks (2017), during World War II and through the mid-1960s, women
were the largest trained technical workforce in the computing industry, but they lacked men’s
prestige, title, and pay. Additionally, computers were advertised with women during the same era
to give the appearance that anyone could use a computer, and women represented an
unexpensive workforce (Hicks, 2017). By the 1970s, the global mindset shifted, and women
were no longer welcome in the American workplace: Organizations had grown wise to just how
12

powerful computers were and wanted to integrate their use at a management level. Because of
this perspective, women workers were viewed as expendable and inferior to men and would
never be in charge of computers. Gradually, women were systematically phased out and replaced
by men who were paid more and had better job titles. These perspectives have limited BIPOC in
accessing opportunities to make a difference in technology (Hicks, 2017).
The current status of BIPOC in the IT industry and in senior-level IT executive positions
has not significantly changed since the inception of the computer. The U.S. Equal Employment
Opportunity Commission (2018) indicated that 68.5% of all IT employees are male Caucasians,
representing a more significant footprint than women and BIPOC. This trend is concerning
because society is pushing for more diversity, inclusiveness, and racial justice (Frey, 2018).
Organizations are making concerted efforts to change cultures to ones that encourage inclusion
and multiculturalism. Yet, a stark picture remains of an industry dominated in the United States
by White males, but more importantly, an industry severely underrepresented by BIPOC,
including women, in executive-level IT positions (Frey, 2018).
In 2023, Silicon Valley, the global technology hub for IT, made a concerted effort to
change hiring practices and focus on diversity. As a result, companies such as Alphabet, Apple,
Facebook, Microsoft, and Twitter launched organization diversity programs focused on hiring
BIPOC, yet 6 years later, they had made only single-digit increases (Beheshti, 2020). The
underrepresentation of BIPOC continues to exist in the world’s premier IT companies. For
instance, Google’s employee base is 59% White, 35% Asian, 4% African American, and 2%
Latinx. When focusing on Google’s technical positions, African Americans’ representation in the
tech workforce is less than 1% (Google, 2021). In addition, Google’s gender representation is
13

69% men and 31% women, but of the 31% of women, only 12% are in management positions
(Google, 2021).
BIPOC are also currently underrepresented at Apple. For example, the number of African
Americans and Latinx from Microsoft and Google combined is three times less than the number
of White employees at Apple (Apple, 2020). In the United States, African Americans make up
2.3%, Latinx make up 3.1%, and Asians make up 10.6% of all executive-level IT positions (U.S.
Equal Employment Opportunity Commission, 2019). Furthermore, women represent just 11.5%
of executive-level IT positions in publicly traded companies and 9.2% of companies traded on
the S&P 100 (Van Ewijk, 2018).
Additionally, Ferenstein (2015) noted a list of the top executives in the largest
technologies companies in the world. Eight of the 10 companies have a White male leading their
respective organizations. The technology industry has progressed since its origins in the 1950s,
but, fast-forwarding to 2022, not much has changed for BIPOC regarding senior executive-level
positions within the IT industry:
1. Apple: Tim Cook
2. Google: Larry Page
3. Facebook: Mark Zuckerberg
4. Oracle: Larry Ellison co-CEO with Mark Hurd
5. Cisco: Chuck Robbins
6. Intel: Brian Matthew Krzanich
7. HP: Meg Whitman
8. Salesforce: Marc Benioff
9. Vmware: Pat Gelsinger
14

10. Adobe: Shantanu Narayen (Indian America)
Historically, the IT industry has not supported a culture of diversity and inclusiveness,
thus creating a void spanning decades, directly affecting the representation of BIPOC in the
industry (Rahim-Dillard, 2021). According to Basset-Jones (2005), diversity among leaders
provides the advantage of using a multicultural perspective that encourages teams to foster
creativity and innovation, producing a competitive advantage compared with organizations that
do not have diversity and thus view problems from a single perspective (Basset-Jones, 2005).
Ramifications due to the void of BIPOC in executive-level IT roles include missed opportunities
for increasing diversity because leadership did not make a concerted effort to encourage,
promote, or create diverse management teams in their organizations.
Barriers BIPOC Encounter Pursuing Executive-Level IT Positions
Many counterproductive factors have worked against BIPOC in the IT industry.
Therefore, this issue cannot be attributed to a single cause or factor. Biases and perceptions, lack
of mentors and role models, inadequate training and development, education disparities, and
outdated hiring practices not focusing on BIPOC talent pools all have contributed to creating
barriers for BIPOC. This literature review section provides insight into cognitive biases, systemic
barriers, the glass and concrete ceilings, the glass cliff, and coaching, mentoring, and sponsorship
that exist for BIPOC.
Cognitive Bias
Tversky and Kahneman (1974) described cognitive bias as people’s flawed perspectives
of thinking in their responses to decision and judgment actions. These biases are unintentional
and made unconsciously, and people are not aware of their attitudes and behaviors displayed to a
person or situation (Lang, 2019). Cognitive bias is studied in psychology, but in this study, it is
15

used to explain biases in social contexts, such as in-group favoritism and implicit bias, as
contributing factors to the underrepresentation of BIPOC in executive-level IT positions.
According to the U.S. Bureau of Labor Statistics (2020), White males represented 75.5%
of all IT leadership in the United States. In contrast, women represented 26.6%, and the closest
non-White male ethnicity was Asian at 15.2%. Black and African Americans represented 7.0%,
followed by Latinx at 5.2%. White males continue to occupy the majority of IT leadership
positions, and a significant gap exists in BIPOC representation in senior-level IT positions.
According to Everett et al. (2015), in-group favoritism and implicit attitudes tend to favor
members of one’s own group over those of another, because of similarities in ethnicity. Courtois
and Herman (2015) argued that even though societies are increasing in cultural diversity,
discrimination toward specific ethnic groups, specifically BIPOC, is done intentionally through
in-group favoritism. Furthermore, they concluded that groups with biases toward BIPOC were
likely to act on these biases by not interviewing qualified candidates, which directly contributes
to the underrepresentation of BIPOC in an organization (Courtois & Herman, 2015).
Greenwald and Banaji (1995) explained that implicit bias is an ingrained belief, whether
positive or negative, triggered automatically by an individual or group. Additionally, these
beliefs are not triggered consciously but are reactionary in nature and occur subconsciously
(Greenwald & Banaji, 1995). Wirts (2017) suggested implicit biases influence employment
decisions and pointed to one study that demonstrated “employers are significantly less likely to
interview people with African American names than traditional White names, even when their
resumes show identical qualifications” (p. 11). Furthermore, Wirts (2017) pointed out several
studies that have suggested implicit bias plays a significant role in employment decisions such as
hiring, firing, and employee evaluations.
16

Despite these biases, organizations have made efforts to increase BIPOC representation
in executive-level IT positions (Chakravori, 2020). Such measures include Diversity, Equity, and
Inclusion (DEI) education and efforts within organizations. Organizations globally understand
the pressing need for inclusion and diversity, and many have taken steps to create executive-level
positions, such as a chief diversity officer (CDO; ACEDS, 2020). Additionally, organizations
such as Unisys (2021) understand DEI is crucial and plays an essential role in the workplace. For
example, Unisys has embraced DEI methodologies and changed its recruiting and hiring
strategies by looking at diverse candidates for job openings inside and outside the company
(Unisys, 2021).
Systemic Barriers
BIPOC encounter many systemic barriers in their journey of pursuing executive-level IT
positions, from elementary school to obtaining their first IT job. BIPOC are underrepresented in
science, technology, engineering, and math (STEM) careers in the U.S. workforce (Funk &
Parker, 2018). Additionally, BIPOC comprised 27% of the overall U.S. workforce in 2020, but
only 13% were in a STEM occupation. Funk and Parker (2018) argued that BIPOC are
underrepresented in STEM careers because of barriers in the form of access to quality education
and punishment by school administrators from their biases.
Galvez (2021) observed that 42% of Black children and 38% of Latin children in the
United States live below the poverty line, compared with 11% of White children. Furthermore,
according to Chatterji (2020), public schools in the United States receive 35% of their funding
from property taxes in their surrounding areas, which favors wealthier White communities and
leaves BIPOC communities to rely on state funding, which equates to $23 billion less per year.
Public schools primarily serving BIPOC students are significantly underfunded and
17

disadvantaged, resulting in the lack of an established STEM curriculum compared with
predominantly White schools, which are well funded and have established STEM programs
(Galvez, 2021).
BIPOC children exposed to poverty and traumatic experiences may develop academic
and behavioral problems, which directly affect their standardized academic testing scores (Funk
& Parker, 2018). In addition, Chatterji (2020) pointed to data from the U.S. Department of
Education’s Office for Civil Rights indicating that BIPOC students face higher rates of school
disciplinary consequences in the form of suspensions and expulsions and are subject to more
interactions with school security and police compared with White students. Furthermore, public
schools serving BIPOC communities have more police and security officers who use contraband
searches, interrogations, and arrests than do schools serving White students in wealthy
communities, directly affecting the quality of education for BIPOC students (Funk & Parker,
2018).
BIPOC students who attend college and graduate with STEM degrees find it challenging
to find employment (Funk & Parker, 2018). In addition, Jay (2020) pointed to a research study
published by Harvard University indicating that discrimination against BIPOC candidates has
not decreased in 20 years and that White applicants were 61% more likely to get called for an
interview than BIPOC applicants. Furthermore, Lubbers (2021) pointed to research conducted by
the University of California, Berkeley, and the University of Chicago, which sent more than
83,000 fictitious applications for entry-level positions to 108 Fortune 500 companies, using
randomly generated, racially distinctive names. Reseachers concluded applications with specific
BIPOC names were more than 6% less likely to elicit responses from companies compared with
the applications using White names. As a result, BIPOC candidates are “whitening” their
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resumes by removing references to or any indications of their race to bypass racial bias in the
resume screening process in hopes of increasing their chances of receiving an interview
(Gerdeman, 2017). Examples of “whitening” a resume include African Americans and Latinx
removing Black or Latin organizations they belonged to or using a White sounding name if their
names are perceived as too ethnic (Gerdeman, 2017).
BIPOC encounter additional challenges and barriers during the interview process, such as
unconscious or implicit bias by recruiters, hiring managers, or hiring committees based on
factors ranging from the color of their skin to stereotyping based on their race and background
(Carnahan, 2020). In addition, Carnahan (2020) argued BIPOC are often not hired by White
managers or executives based on biases including assumptions that they will not be a culture fit
or because the candidates are not White and the hiring manager or executive is not comfortable
with the fact that the applicants do not look or act like them. This bias has led to significant pay
gap disparities for BIPOC salaries compared with their White male counterparts, ranging from
less than 5% in California to a whopping 91% in Washington, D.C. (United Way, 2021).
The IT industry has been and continues to be dominated by White men, and this is
another systemic barrier faced by BIPOC in pursuit of executive-level IT positions (Funk &
Parker, 2018). Daileda (2016) pointed to EEOC data indicating White males account for 68.5%
of all IT jobs in the United States compared with women, who make up 35.7%. Furthermore,
83.8% of tech executives were White, and 80% of all tech executives were men, making it
challenging for BIPOC to obtain a leadership role (Daileda, 2016). Figure 1 represents the 2022
EEOC statistics regarding the gender, sex, and race group of the tech industry compared with all
other industries in the United States.

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Figure 1
Industry Participation by Gender, Sex, and Race Groups: High Tech Versus All Private

The lack of BIPOC representation in the White male-dominated IT industry, specifically
for BIPOC women, who continue to be grossly underrepresented, is creating hiring challenges,
hindering their inability to find success, and contributing to an organizational culture that is
BIPOC- and gender-deaf (White, 2021). Furthermore, the lack of BIPOC women representation
builds upon an already heavily male-dominated industry, which amplifies issues of gender
discrimination, pay inequity, bias, and sexual harassment (White, 2021). In addition, Carnahan
(2020) argued, White male managers and executives are promoting White males into leadership
roles over BIPOC because of systemic racism and implicit biases favoring other White males
who act and look like them and can relate to their views and perspectives.
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The Glass and Concrete Ceilings
In 1978, at New York City’s Women’s Expo, when Marilyn Loden first coined the phrase
“glass ceiling,” little did she know the impact this phrase would carry (Vargas, 2018). The glass
ceiling is a metaphor for an invisible barrier that prevents BIPOC women from achieving
professional success. Initially, the metaphor was focused on minorities and women, and for this
study, the term applies to include all members of BIPOC.
In 1991, the U.S. Congress established the Glass Ceiling Act. As a result, a commission
was assembled to study and prepare recommendations on findings related to barriers inhibiting
women and minorities from advancing (Federal Glass Ceiling Commission, 1995). In 1995, the
Federal Glass Ceiling Commission surveyed minorities and women to investigate if they were
discriminated against and experienced prejudice in their pursuit of career advancement in
corporate America (Chodorow, 2002). The commission’s findings confirmed that many
minorities and women were not treated equally as their White male counterparts; this included
the lack of career opportunities and career advancement and sizeable pay gaps.
According to research from the University of Chicago Booth School of Business (2018),
the glass ceiling still exists for many BIPOC in the workplace. BIPOC women with college
degrees often choose to work in fields that offer lower incomes compared with the higher
salaries of White males. As a result, although BIPOC women have surpassed White men in
educational attainment, they are vastly underrepresented in top-paying jobs. Furthermore, 40% of
BIPOC women born in the United States in 1985 hold college degrees, compared with just under
30% of men. Yet, BIPOC women’s educational advantage has not led to better opportunities or
higher pay. One reason for the pay gap is that college-educated BIPOC women avoid majors that
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lead to higher-earning occupations more often than men (University of Chicago Booth School of
Business, 2018).
Bertrand (2018) highlighted a 2017 census of Fortune 500 companies in the United States
that indicated BIPOC women hold only 19.9% of corporate board seats and comprise just 5.8%
of CEO positions in those companies. Similarly, in Europe, the numbers are 23.3% and 5.1%,
respectively. Furthermore, among BIPOC women aged 25 to 64 who have earned at least a
college degree, there was a rapid increase in labor force participation and the likelihood of
working full time until 1990, with much slower progress since then. Furthermore, only 25% of
college-educated BIPOC women working full time earn above the median of similarly educated
White men working full time (Bertrand, 2018). These facts raise questions about the lack of
fairness, equal pay for equal work, and equal opportunity for all employees regardless of
ethnicity or gender. However, while important, issues of fairness do not account for all earning
disparity, Bertrand argued. Indeed, gender gaps in earnings are observable even when employers
practice “equal pay for equal work.” Additionally, the glass ceiling represents an inefficient use
of labor resources.
There is another, more difficult ceiling that BIPOC face in organizations: the concrete
ceiling. The concrete ceiling is similar to the glass ceiling, as they are both barriers that inhibit
BIPOC advancement and upward movement in organizations (Bertrand, 2018). However, the
concrete ceiling presents a more difficult challenge for BIPOC because it represents a more solid
barrier than glass, one that is challenging to break through and prevents qualified persons from
advancement, restricting them to lesser pay and being stuck in middle management positions
(University of Chicago Booth School of Business, 2018). Additionally, the concrete ceiling
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barriers are not clear and see-through as the glass ones, leaving BIPOC no clear path to a
breakthrough (Carpenter, 2018).
The Glass Cliff
While White males continue to dominate the senior-level executive ranks for
organizations, there has been little movement of BIPOC breaking through the glass and concrete
ceilings. For example, while BIPOC made up only 6.5% of Fortune 500 company boards in 1995
(Catalyst, 1995), this number rose to 14.2% in 2018 (Catalyst, 2019). Similarly, the number of
BIPOC women on company boards in Europe increased from 7.9% in 2011 to 14.6% in 2018
(EWOB, 2018). As BIPOC slowly overcame barriers and breakthroughs, the metaphorical glass
and concrete ceilings are now finding themselves stuck on a glass cliff. Uyar (2011) described a
glass cliff as a pattern of advancement for BIPOC in which they find themselves in leadership
positions that are set up to fail.
Additionally, Ryan and Haslam (2018) described a glass cliff as a phenomenon in which
BIPOC are more likely to be appointed to senior leadership roles when an organization faces a
crisis, limiting their chances for success. Furthermore, Cook and Glass (2017) researched
Fortune 500 companies in the United States and concluded failing organizations were more
likely to appoint a BIPOC CEO without built-in support, allowing them to fail and become
ornamental and tokenized to support the organization’s illusion of being inclusive and diverse.
One explanation for the glass cliff barrier is that it is another example of gender and racial bias,
setting up BIPOC for failure, either consciously or unconsciously (Uyar, 2011). Morgenroth et
al. (2020) pointed to a recent meta-analysis supporting this explanation and the notion that
BIPOC are appointed in times of crisis to signal change, and when not successful, these leaders
are used as a scapegoat.
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BIPOC are being promoted into these senior-level executive roles without training,
support, or professional development, and the glass cliff presents a problem of sustainability in
an organization (Slater, 2020). Organizations need to shift their mindset from the outdated
perspective that only White men can perform the job and that BIPOC represent risk. Ryan and
Haslam (2018) argued that, once BIPOC are promoted or hired into senior-level executive
management positions, organizations have to invest in them by providing access, training, and
mentoring.
Mentors, Coaching, and Sponsorships
Mentoring
Homer’s poem The Odyssey is where the term mentor, the concept of mentorship, and the
professional training of an understudy by a more experienced peer all originate (Aparicio, 2018).
The poem describes a man named Mentor, appointed by Odysseus, king of Ithaca, to look after
his son, Telemachus. Mentor’s role with Telemachus was essential and one of importance, in that
he was to act in Odysseus’s place as guardian, teacher, advisor, and friend (Aparicio, 2018).
Mentoring is described as a collaborative relationship between two people in which one
is senior and more experienced than the other, and this relationship can be formal or informal
(Zacchia, 2020). A mentor is a senior or more experienced person in the mentoring relationship.
A mentor is someone who is motivated, is willing to commit their time, respects confidentiality,
and is ready to help someone succeed (Bhattacharya, 2020). In addition, a mentor is an
experienced and trusted adviser with whom a mentee can cultivate and develop a relationship
focused on development and growth, offering support and wisdom (Ness, 2021).
According to Crosby, “Mentoring is a brain to pick, an ear to listen, and a push in the
right direction” (2021). Mentoring can be a powerful tool in leadership development, especially
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when a mentor is in the same field, experienced hurdles and obstacles, and has the experience to
succeed, especially for BIPOC professionals (Bonnie, 2020). In addition, mentors and
mentorships have become essential tools that BIPOC require to navigate the systemic barriers
and challenges that many White colleagues do not have to confront (Ness, 2021). Bonnie (2020)
argued mentorship with a mentor who has experienced and struggled with barriers, such as a
glass ceiling, concrete ceiling, and glass cliff, is invaluable to a BIPOC mentee because of the
connection made through their shared experiences and the mentee’s leadership journey.
Mentoring in the Workplace
Competition among organizations globally is at an all-time high, with organizations
fighting for any advantage over their competitors. As a result, companies are starting to look
inward and use workplace mentoring as a potentially cost-effective method of leveraging high-
performing employees to provide guidance and knowledge transfers to less experienced staff
(Miller, 2021). Additionally, mentors assist the mentees in learning new skills and becoming
better problem solvers, increasing employee engagement and lowering attrition in an
organization (Miller, 2021). Creating a mentorship program in an organization provides many
benefits, such as increasing employee retention, supporting diversity and inclusion, improving
mentees’ skills, and creating succession planning (Miller, 2020). Furthermore, some
organizations realize the financial benefits that spawn from lower-paid employees who become
highly trained, masking the actual benefits in a ruse that signals BIPOC inclusiveness instead of
the true intent of increasing the company profit margins (King, 2021).
According to Bonnie (2020), BIPOC professionals encounter challenges not faced by
their White counterparts, including systemic oppression and assumptions about their work ethic,
attendance, and skills based on their skin color. BIPOC mentorship in the workplace helps create
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equity with BIPOC professionals by connecting them with a mentor who understands their
challenges and struggles, provides guidance, and builds their confidence to apply for leadership
positions (Bonnie, 2020). Additionally, when BIPOC professionals received mentorship,
performance, production, self-confidence, and BIPOC leadership representation increased
significantly in organizations (Big Brothers Big Sisters of America, 2020).
Types of Mentoring
According to Inzer and Crawford (2005), there are two types of mentoring: formal and
informal. Informal mentorships are organic and built upon a pre-existing relationship or
friendship through professional or personal respect between the mentor and mentee (Inzer &
Crawford, 2005). The relationship between the two people allows for a relaxed interaction where
knowledge, advice, insight, and wisdom are shared. Furthermore, either person in this
relationship can initiate the mentoring. Cotton et al. (2000) indicated that informal organizational
mentoring was more beneficial than formal mentoring because the mentees trusted the mentors,
and the advice resonated more than in formal mentoring.
Formal mentoring is not as fluid and takes more time and work to establish trust and
impact than informal mentoring. Inzer and Crawford (2005) found formal mentoring is not as
powerful as informal mentoring because organizations have to develop a program or process that
is usually short term and fast paced and does not allow ample time for an organic relationship to
develop. In addition, formal mentoring has defined timelines because of organizational
expectations of employees to continue with their day-to-day responsibilities and obligations
(Inzer & Crawford, 2005). As a result, organizations are paying consulting firms to create formal
mentoring programs.
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Organizations are customizing formal mentoring programs to create inclusion for
BIPOC. For example, Jenkins (2018) pointed out organizations have started to develop formal
mentoring programs that focus on BIPOC and recruit BIPOC volunteers to mentor BIPOC
professionals with the goal of helping build trust between mentors and mentees. Such trust
allows BIPOC mentees to open up and share their experiences with their BIPOC mentors,
making it easier for mentors to share advice and provide tools identified by their organizations to
assist with career advancement (Jenkins, 2018). However, according to Smulewicz-Zucker
(2020), formal mentoring programs focusing on inclusion and diversity are attempts at “checking
a box” for BIPOC. The mentor and mentee relationship is manufactured and is not organic as the
informal mentor and mentee relationship bond is.
Coaching
Coaching is a tool people seek to aid in personal or professional development. The
development allows for new perspectives, attitudes, skills, and behaviors by creating awareness,
generating action, and facilitating learning growth (Zucker, 2021). However, executive coaching
vastly differs from a mentor or mentorship in that an executive coach will not teach any skills or
provide advice for situations. Instead, an executive coach will identify development
opportunities, gather and deliver feedback, build awareness, and assist in setting goals and
creating action plans to obtain those goals (Zucker, 2021).
According to Feggetter (2014), organizations that provide executive coaching to their
leadership teams see an increase in work production, improvement in employee relations,
awareness of diverse needs, and a return on investment that is larger than the cost of the coaching
consultant. Additionally, participants exhibit improved leadership behaviors and awareness of
deficiencies not seen before the coaching.
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According to Orser and Elliott (2020), executive coaching allows executives to gain
personal growth in BIPOC awareness and DEI needs of their organization, and further develop
communication skills to help cultivate relationships with their staff. As a result, organizations are
shifting their strategies by providing individual growth to their executive team and, at the same
time, executing their DEI strategic plans. The impact is tangible and leads to higher executive
retention levels, ensuring the organization can create stability in its DEI programs (Orser &
Elliott, 2020).
Sponsorship
A sponsorship is similar to mentorship but has distinct differences and is more critical to
BIPOC than mentorship. A sponsorship is a relationship between a protégé, one who is guided
and supported by an older and more experienced person, and a sponsor; this is someone who can
mentor and create opportunities for career advancement (Zucker, 2021). Sponsors advocate for
protégés, put their reputations on the line, put their names next to the protégés’ work, and use
their reputations to support theirs (Zucker, 2021).
Sponsors are vital allies and advocates for BIPOC to advance in their organization but are
extremely rare to find (Ness, 2021). BIPOC sponsorships are instrumental and necessary to
navigate system barriers, racism, discrimination, and other barriers not faced by White
employees (King, 2021). According to King (2021), one out of every 10 White males has had a
sponsor in their work career, compared with one out of every 553 for BIPOC. As a result, few
BIPOC are reaching the top of their organizations, which is directly attributed to the lack of
powerful sponsors demanding and ensuring they are getting these positions (Ibarra, 2019).
Despite the increasing mentorship opportunities, formal or informal, BIPOC are still at a
disadvantage and void of career advancement opportunities (Miller, 2020). Coaching is
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impactful, but not enough BIPOC executives exist in corporate America to change their
organizational culture to be inclusive and diverse (Zucker, 2021). Sponsors are powerful BIPOC
allies and the most critical for career advancement and breaking the glass and concrete ceilings,
but they are extremely rare (King, 2021). Until BIPOC can overcome these systemic barriers,
they will continue to be underrepresented in executive-level IT positions.
Conceptual Framework
Maxwell (2012) defined a conceptual framework as a visual or written product that
explains, either graphically or in narrative form, an understanding of the research and an
interpretation of the research findings. Furthermore, a conceptual framework is the assumptions,
beliefs, concepts, and theories supporting research (Hills & Gibson, 2002). This study’s
conceptual framework is based on Bandura’s social cognitive theory (Bandura, 1977). Social
cognitive theory (SCT) is a widely accepted learning theory predicated on a triadic reciprocal
causation of how personal, behavioral, and environmental factors interact with and influence
each other to determine individual motivation and behavior (Crothers et al., 2008). Figure 2
represents Bandura’s social cognitive theory and the relationships between the triadic reciprocal
determinism and how they interact with each other.

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Figure 2
Social Cognitive Theory

When looking at the triadic reciprocal determinism (person, behavior, environment) from
a BIPOC perspective, the segment between person (P) and behavior (B)’s reciprocal causation
reflects the interactions among thought, affect, and actions. Expectations, beliefs, goals, and
intentions influence and guide behavior (Bussey & Bandura, 1992). From the BIPOC point of
view, what one thinks, believes, and feels will affect how one behaves. For example, suppose
that, due to discrimination, hurdles and obstacles hinder a BIPOC’s path to executive-level IT
positions; this will directly influence their actions and partially influence their thought patterns
and emotional reactions to these situations, creating a behavior experience (Neisser, 1976).
The segment between environment (E) and a person (P)’s reciprocal causation is focused
on the interactions between personal characteristics and environmental influences. According to
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Bandura (1986), humans’ expectations and beliefs are intertwined with cognitive competencies
and are developed and modified by social influences that convey information and activate
emotional reactions through modeling, instruction, and social persuasion. Additionally, people
react differently to their social environment dictated by their physical characteristics, such as
their race, sex, and age (Lerner, 1982).
For example, suppose an individual is BIPOC and works for an organization that is not
forward thinking and is underrepresented in its leadership ranks. This individual will have to
seek out and hopefully find a mentor who may provide career advice to navigate the corporate
barriers of bias or the ever-elusive unicorn, which is sponsorship. In this case, they may learn to
be strategic by obtaining and gaining experience and skills from a more experienced mentor. As
a result, this individual will differentiate themselves from others who did not seek out or get a
mentor to navigate the environmental barriers.
The final reciprocal causation segment of the triadic system is the two-way influence
between behavior (B) and environment (E). According to Bandura (1977), the transactions of
everyday life and behavior alter environmental conditions and are, in turn, altered by the very
conditions they create. Because of the bi-directionality between behavior and environment, they
are forever linked to each other in this model, and one cannot exist without the other. Through
actions, people can create and select their environments (Bandura, 1986).
SCT theory considers an individual’s past experiences, which factor into whether
behavioral action will occur. In addition, these past experiences influence reinforcements,
expectations, and expectancies, all of which shape whether a person will engage in specific
behavior and the reasons why a person engages in that behavior (Schunk & Zimmerman, 2011).
In short, SCT focuses on self-efficacy, expected outcomes, and goals an individual sets.
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An individual’s self-efficacy beliefs influence their motivational levels in overcoming
adversity by setting goals for themselves, their outcome expectations, and causal attributions for
their successes and failures (Bandura, 2012). Self-efficacy is a positive predictor of goal
commitment and the level of performance needed to obtain these goals. According to Bandura
(2012), an individual’s self-efficacy can become collective self-efficacy, which is the view and
perception of a group’s collective ability to perform job-related goals successfully. The SCT
theory was used in this research study to explore how BIPOC may have used self-efficacy,
expected outcomes, and how the environment supported them in breaking down barriers and
allowed them to move toward their goals of obtaining an executive-level IT position.
Many BIPOC have encountered unequal opportunities, a lack of diversity in their work
cultures, and roadblocks in their pursuit of executive-level positions (Moreno & McLean, 2016).
The use of social cognitive career theory within this research study helped me explore how IT
employees who are BIPOC perceive opportunities and obstacles in pursuing executive-level IT
positions. Based on the theory of self-efficacy, I sought to provide a lens through which BIPOC
leaders could assess their perceptions of themselves as leaders. I sought to explore how identity,
self-efficacy, and culture interface with the attainment of leadership roles.
SCT allows for a deeper understanding of how BIPOC view the connection between their
thoughts and expectations and how these attributes shape their intentions and influence their
behaviors. The theory allows for a closer look at their personal characteristics and environmental
influences. If they challenge discrimination by overcoming systemic barriers and learning from
mentors, they will create career advancement opportunities and break through the concrete
ceilings. It is vital to understand that they can be both products and producers of their
environments (Bandura, 1986). When they decide to become champions of change and set their
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sights on an executive-level IT position, this will change their perspective. SCT allows for a
deeper understanding of the relationship between their behavior and the environment and how
they react to changes in their environment and adapt their behaviors.
Summary
Chapter 2 provided research that focused on instances where studies indicated BIPOC are
excluded and absent from senior-level executive IT positions. This literature review explored the
history of BIPOC in technology and how they were not on an even playing field compared with
their non-BIPOC counterparts (Ferguson, 2019). The review included BIPOC roadblocks such as
bias, the glass ceiling, and the glass cliff. The identified barriers led to the creation of a
conceptual framework based on theories such as Bandura’s self-efficacy and collective self-
efficacy (Bandura, 1977).
This study explored mentors, mentoring, and the different types of mentorship and their
roles for BIPOC professionals within the workplace. Sponsorship was also discussed.
Additionally, executive coaching was analyzed on both a personal and an organizational level,
which revealed that favorable outcomes for BIPOC professionals exist if proper steps are taken
to focus on that outcome (Feggetter, 2014). Upon further review of the literature, a clear gap has
been identified between the coveted senior-level executive IT positions and BIPOC professionals
striving to attain them.

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Chapter Three: Methodology
The information technology (IT) profession is arguably the fastest-growing and best-
compensated industry worldwide (Zucker, 2021). Projections have indicated the IT sector will
increase by 9.2% in new jobs by 2023 (Nomination to the National Aeronautics and Space
Administration, 2019). The IT industry is booming, but there is a disconnect between the number
of IT jobs and the representation of Black, Indigenous, and people of color (BIPOC) in these
highly skilled and well-paying jobs (McLauren, 2016). Furthermore, the percentage of BIPOC in
executive-level IT positions is grossly underrepresented compared with the percentage of White
males (Jenkins, 2018).
The purpose of this qualitative study was to investigate how IT employees who are
BIPOC perceive opportunities and obstacles in their pursuit of executive-level IT positions in IT
departments with fewer than 1,000 employees in mid-sized organizations in the United States
and to determine whether these organizations are creating cultures of inclusiveness and equity
with environments designed to cultivate and sustain BIPOC advancement and success. To realize
this outcome, this study explored BIPOC perceptions of the process of obtaining an executive-
level position in the IT field.
Two research questions guided this study:
1. How do BIPOC executives in IT perceive the barriers faced in obtaining their
positions?
2. How do BIPOC executives in IT perceive their success in overcoming the challenges?
Methods
The research design used for this study was the qualitative method. The qualitative
method was used to understand people’s beliefs, experiences, attitudes, behavior, and
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interactions (Pathak et al., 2013). A qualitative study approach was used because it focuses on
answering “how” BIPOC employees in IT perceive the hiring at executive levels and how they
perceive the “why” of disparity underrepresentation at executive levels. The information
obtained from the study aligns with and helps explain how IT employees of color perceive
opportunities and obstacles in their pursuit of executive-level IT positions.
Participant Selection
Purposeful selection of the participants was used to assist in understanding the problem
posed by the research questions (Creswell & Zhang, 2009). Purposeful selection can be defined
as a sampling process in which researchers use their judgment when selecting members from a
population pool to participate in their study (Pathak et al., 2013). Because this study focused on
the perspectives of BIPOC pursuing executive-level IT positions in mid-sized organizations with
fewer than 1,000 employees, the criteria for selection was BIPOC executives working in the IT
field in a mid-sized organization in the United States, with at least 1 year of experience in their
current positions. Demographic boundaries were not placed on the participants; participants
could come from anywhere in the United States as long as they were employed as an IT
executive in a mid-sized organization.
As Pathak et al. (2013) defined it, purposeful sampling uses participants the researcher
believes satisfy the study’s criteria. In this study, I identified and targeted potential participants
from LinkedIn, the online professional networking platform, where I have a personal network of
more than 1,000 contacts. I tagged the first 10 contacts who met the criteria of being BIPOC and
were IT executives with at least 1 year in their current position in a mid-sized organization as
potential participants. I identified five additional participants as backups and put them on a
backup list.
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After I obtained institutional review board (IRB) approval, I invited the targeted
participants to participate in the study via an email introduction outlining the study’s parameters.
With this correspondence, I asked the potential participants to follow up via email to indicate
their interest in participating in a video-recorded interview using the Zoom web-conferencing
platform because of the current COVID pandemic. I sent a follow-up email after I received no
responses from the potential participants after 1 week. I invited more than 200 contacts who met
the criteria until the 10 participants were confirmed. The targeted participants agreed and
provided consent by electronic signature to be interviewed, and they received an email
introduction from me. Next, I set up a time for interviews to be scheduled via email. At each
initial conversation to set up the interviews, I screened the participants to ensure they qualified
for the study.
Data Collection
In qualitative research, the interviewer is the instrument (McGrath et al., 2019). The
specifics of the data collection were as follows: I collected the data, transcribed the data, checked
the data, and then organized the data using multiple software applications. Conducting this
research study was the primary method of understanding the barriers and strategies employed by
BIPOC in pursuing executive-level career opportunities. Therefore, a qualitative study was
appropriate to capture the participants’ varied lived experiences of being promoted and not being
promoted as BIPOC.
The data collected in this study consisted of semi-structured interviews (Appendix A).
According to Bernard (1988), semi-structured interviewing is best utilized when there is a
limited opportunity to interview a subject, and the researcher has many interviews to conduct.
Additionally, researchers prefer semi-structured interviews because questions can be prepared
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ahead of time, increasing the probability of all questions being answered (Bernard, 1988).
Therefore, I used semi-structured interviews to provide reliable and comparable qualitative data
(Patton, 1990).
Interviews
I asked the participants 12 questions designed to obtain answers to the research questions.
I utilized a semi-structured interviewing method. Semi-structured interviews are in-depth
interviews where the respondents or interviewees answer predetermined open-ended questions to
provide reliable and comparable qualitative data (Patton, 1990). These questions were based on
social cognitive theory (Bandura, 2007), inquiring how past experiences may have influenced
their behaviors. Most questions allowed for deeper probing and follow-up questions to
understand obstacles and barriers BIPOC participants encountered and how they navigated
pursuing executive-level IT positions. The answers aided in answering my research questions. In
addition, their feedback was vital in understanding why there is an underrepresentation of
BIPOC in senior-level IT positions. Finally, some participants understood assistance was
available through sponsors, mentors, and coaching to aid them in their journeys.
After I obtained IRB approval, I contacted the targeted participants from LinkedIn and
invited them to participate in the study. Those who agreed and provided consent by electronic
signature to participate in the study were interviewed in the Zoom web-conferencing tool. At the
start of every interview, I obtained and confirmed approval and re-confirmed it when the
recording was enabled in Zoom to capture the participant’s verbal confirmation. I used the Zoom
web-conferencing tool to capture video and audio from each interview, ensuring the participant
responses’ accuracy and a reliable data collection method (Creswell, 1998). In addition, Zoom
has transcript capabilities built into the system to assist with further accuracy. I jotted down notes
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during the interviews to capture the participants’ body language and tone (Creswell, 1998). I
compared the transcripts from Zoom and the audio recording for every participant, ensuring
accuracy (Merriam & Tisdell, 2016).
Data Analysis
Data analysis is essential in qualitative research, a vital process for researchers who use
the data they have gathered to answer their research questions (Creswell, 1998). In this study, the
data analysis process combined interview transcripts and notes that I collected and entered into
the Atlas.ti qualitative software applications to assist in the coding and categorizing of the data
collected (Pathak et al., 2013). In this study, data were collected through interviews, which I
analyzed to draw conclusions based on the research questions of this study.
The data analysis method best suited for this study was thematic analysis. According to
Caulfield (2022), thematic analysis analyzes qualitative data such as interview transcripts to
repeatedly look for common themes and patterns. Thematic analysis follows a six-step process of
familiarization: coding, generating themes, reviewing themes, defining and naming themes, and
writing up (Caulfield, 2022). I used the Atlas.ti qualitative software to organize the data collected
from the interviews and interview notes and code my data. Additionally, the Atlas.ti software
frequency quarries identified common themes and patterns from every interview and assisted
with answering my research question regarding how BIPOC employed in IT perceive the process
of obtaining executive-level positions.
Researcher Biases and Positionality
My personal experiences have formed my perceptions of the IT industry and its
workplace culture. From January 2000 to June 2008, I worked as an IT technician for an
entertainment company. From July 2008 to May 2019, I worked in middle management for a
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private university. In addition, I have worked in various IT positions over the past 20-plus years,
and most recently (2019–present), I am an IT executive for a local government agency. My past
experiences and exposure to various organizations and work environments have enhanced my
knowledge and created awareness of and sensitivity to the barriers, challenges, and issues many
BIPOC are experiencing.
Furthermore, I bring certain biases to this study due to my previous experiences working
in the IT industry, the cultures and workplace environments I experienced, and my identity as
BIPOC. Although I made every effort to ensure objectivity, these biases may have formed how I
viewed and understood the data I collected (Caulfield, 2022). They may also have influenced my
interpretation of the interviewees’ experiences and reflections on my findings. However, I strove
to be ethical in my research. I was honest, maintained detailed data collection records, and
included all the results (Merriam & Tisdell, 2016). In addition, I took measures to overcome
confirmation bias by not jumping to conclusions, being open minded, checking all data-driven
facts, and using the data (Caulfield, 2022).
Credibility and Reliability
Credibility is a crucial component of any qualitative study. The researcher must
understand that their findings must align with and match reality (Merriam & Tisdell, 2016).
Patton (1990) argued credibility is a product of the reliability of the participants, the details of
the data gathered, and the analytical prowess of the researcher. Hence, I increased and ensured
credibility by producing a list of 12 questions asked of each participant that explored barriers,
career advancement opportunities, and whether mentoring or leadership development was
available in their pursuit of senior-level IT positions. Moreover, to further decrease bias, all
participants were asked the same set of questions in the same order (Creswell & Zhang, 2009).
39

All interviews were conducted in Zoom, with periodic checks to ensure the reliability and quality
of the video and audio recordings were clear. Additionally, written notes were taken for every
participant and documented as part of the interview process.
Another method I used to ensure credibility was performing member checks. According
to Merriam and Tisdell (2016), member checks solicit feedback against the emerging findings
from interviewees, ensuring the researcher did not misinterpret any meanings while also
validating that the observations made were accurate. I performed member checking by showing
the participants the recorded interview transcript and ensuring it represented their input and
feedback for accuracy. As a result, none of the participants had concerns about reprisal, privacy,
or confidentiality of the responses. Moreover, I built a rapport with the participants to minimize
worries and ensure the participants knew the confidentiality procedures to establish trust.
Reliability depends on the data-collection process’s standardization (Patton, 2002). I
established standardization in the study by using the same interview questions in the order in
which they were written with each participant during the interview process (Patton, 2002). In
addition, I ensured the qualitative study was consistent and reliable and could be reproduced
(Merriam & Tisdell, 2016).
Ethics
Ethics in research can be defined as principles guiding researchers to adhere to strict
codes of conduct when collecting data from human subjects (Department of Health, 2014).
Furthermore, research ethics are essential for scientific integrity, ensuring human rights, and
cultivating collaboration between science and society. These principles ensure that participation
in studies is voluntary, informed, and safe for research subjects (Department of Health, 2014).
40

I was aware of ethical conduct expectations when interviewing human subjects and ethically
conducted all research.
I provided informed consent to every participant in an email that participants agreed to by
electronically signing. The informed consent consisted of providing information about the study,
the risks and benefits of participating in the study, the duration of the interview, confirmation of
institutional approval, and assurance that their data were kept confidential on a complex
password-protected laptop with military-grade encryption (Bhandari, 2021). I informed all
participants that participation in the study was voluntary, and they could withdraw or leave the
interview at any time, with no explanation needed, and without feeling obligated to continue
(DiCicco-Bloom & Crabtree, 2006). I also reiterated this information a second time before
conducting each interview.

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Chapter Four: Findings
The purpose of this qualitative study was to explore how information technology (IT)
employees who identify as Black, Indigenous, and people of color (BIPOC) perceived
opportunities and obstacles in pursuit of executive-level IT positions. The study gathered
information about the participants’ professional and educational backgrounds from semi-
structured one-on-one interviews, providing qualitative analysis of the obstacles and
opportunities they experienced in pursuing executive-level leadership positions. In addition, this
research study aimed to identify how BIPOC participants overcame barriers and challenges they
may have encountered during their pursuit. This chapter summarizes the findings of the two
research questions that guided this study:
1. How do BIPOC executives in IT perceive the barriers faced in obtaining their
positions?
2. How do BIPOC executives in IT perceive their success in overcoming the challenges?
Context
A total of 10 participants were identified for the study from the candidate pool set forth
by the criteria of being a Black, Indigenous, and people of color (BIPOC) executive working in
the IT field in a mid-sized organization in the United States with at least 1 year of experience in
their current positions. The participants held various executive-level IT positions, ranging from
managers to directors, and all had experienced barriers in reaching their leadership positions in
the information technology industry. All the participants provided data regarding their plights
with barriers and obstacles in pursuing executive-level IT positions. The participants hold
various roles, including IT helpdesk manager, manager of applications, content manager, HRIS
systems manager, IT manager of learning management systems, director of applications, director
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of IT, and director of learning management systems. All personally identifiable information (PII)
for the participants was kept confidential and not included in the results of this study. In addition,
each participant was assigned an alias, ensuring confidentiality in reporting the results. Table 1
consists of the participant number, gender, BIPOC identity, job position, and confirmation of
barriers faced while pursuing a leadership position in the information technology industry.

Table 1
Demographic Profiles of Qualified Participants
Participant Gender
Racial and
ethnic self-
identification
Job title
Faced
barriers?
James Male Latino Director of applications Yes
Jim Male Black Director of learning management systems Yes
Lucy Female Latina/White Manager of content Yes
Mandy Female Asian Manager of IT Yes
Olga Female Latina Manager of applications Yes
Rolando Male Latinx Manager of HRIS systems Yes
Silvia Female Latina IT helpdesk manager Yes
Susana Female
American
Indian
Manager of learning management systems Yes
Tom Male Latino Manager of HRIS systems Yes
Luis Male Black Director of IT Yes

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Results and Findings
This section summarizes the results and findings of the qualitative interviews as they
relate to the research questions. Table 2 displays the themes as they pertain to each research
question. The a priori themes identified before data collection were discrimination and
overcoming the environment. The open-coded themes were as follows: racial and ethnic
discrimination, gender bias, pursued opportunities for advancement presented by the
organization, and pursued opportunities for advancement independently of the organization.
Results for Research Question 1
Research Question 1 was the following: How do BIPOC executives in IT perceive the
barriers faced in obtaining their positions?

Table 2
A Priori and Open-Coded Themes as They Pertain to the Two Research Questions
Research question A priori theme Open-coded theme
1. How do BIPOC
executives in IT perceive
the barriers faced in
obtaining their positions?
Discrimination Racial and ethnic
discrimination
Gender bias
2. How do BIPOC
executives in IT perceive
their success in
overcoming the
challenges?
Overcoming the
environment
Pursued opportunities for
advancement presented by
the organization
Pursued opportunities for
advancement independently
of the organization

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Discrimination
All 10 participants are BIPOC, and all participants experienced discrimination. While it
varied from person to person in types and how it was experienced, all noted discrimination was
prevalent at some point in their day-to-day work lives. Microaggressions were a common type of
discrimination that all participants experienced at various points in their careers.
Microaggressions affected all participants regardless of gender and BIPOC identification,
contributing to a culture of tolerance for discriminatory practices in their organizations.
Racial and Ethnic Discrimination
Four out of 10 participants experienced racial and ethnic discrimination. The other six
participants did not face racial or ethnic discrimination as a barrier. James stated,
My supervisor repeatedly commented that she was surprised Mexicans were smart. My
manager would comment on why I haven’t learned German yet and said I wouldn’t
amount to much in our company without it. Another time during one of my performance
evaluations, my VP and manager started talking to each other in German and laughing. I
asked what was so funny, and they both said you wouldn’t understand; you’re Mexican
and not smart enough.
James’s comments demonstrated a discrimination culture because he is of a different race than
his superiors. In addition, the comments discounted and marginalized his intelligence and
aptitude to perform his job.
Lucy stated, “I was the designated lunch picker every Tuesday because I was Latina, and
it’s Taco Tuesday. So instead of participating in strategy meetings, I spent hours finding
locations for lunch. My boss went along with this as well!” This comment demonstrated
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microaggression and was another example of an organizational culture that tolerated and
normalized discrimination.
Rolando stated,
I was constantly told to work overtime (OT), but could only report 40 hours. When I
didn’t work OT, my section manager ignored me, or he would comment that my Mexican
ancestors would be disappointed in my work ethic. He would say he expected longer
hours and harder work because that’s what Mexicans were all about. My manager is an
older White male.
This statement demonstrated microaggressive actions toward Rolando that amplified ethnic
biases and overt discrimination toward him.
Finally, Tom stated, “I’ve been told on many occasions, oh wow, I thought you were
White because you speak so well, and I never thought a White Mexican could be so
knowledgeable.” This comment was another example in the data of discrimination in the form of
racial and microaggressions because of Tom’s ethnicity.
These comments are evidence of discrimination experienced by James, Lucy, Rolando,
and Tom in their organizations because of their ethnicity and race. The participants are BIPOC
and were treated differently by the others who were not BIPOC. When individuals are singled
out for their differences in race or ethnicity or not fitting into a group, it can negatively affect
their confidence in their abilities, intelligence, and performance (Banks, 2017).
Gender Bias
Seven out of 10 participants experienced gender bias. Five participants were female.
According to Lucy,
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Early in my career, I was never taken seriously in meetings and was always asked to take
notes and make sure bagels and coffee were available at our meetings. Was this because I
was the only woman? For instance, in one of our weekly team meetings, with plenty of
others in the room, all men, I was asked where the coffee and bagels were. Several male
colleagues said, “It’s your job; please don’t forget next week.” After the meeting, I asked
my boss why he didn’t ask anyone else or say something. He looked me in the eyes and
said, “You know why.” I said, “I don’t,” and he said, “It’s your job.” I said it wasn’t in
my job description. He laughed and said, “The other job, the one of being a woman.” I
will always remember how this made me feel. These experiences were the main driving
forces for me to do whatever needed to be done to advance.
This comment indicated gender bias from Lucy’s male coworkers and boss in the workplace.
Because she was a woman, she was discriminated against and marginalized for her gender and
not taken as seriously as the rest of her male counterparts (Chakravori, 2020).
Mandy stated, “I was the only woman on my team and the only one asked to set up team
birthday parties and festivities. I also constantly received comments about how I dressed and was
too pretty for the information technology department.” These comments by Mandy are indicative
of microaggression and gender bias. Additionally, Mandy stated, “I wasn’t given projects that
required overtime after hours or on weekends because I was told I needed to be available for my
family, yet my male coworkers had families, and this didn’t apply to them.” Further, Mandy
stated, “I firmly believe this was why I wasn’t promoted when I was with [company name].”
Again, these statements indicate microaggression, gender bias, and perceived loss of growth
opportunities.
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Olga stated, “Not one woman was promoted, or in management, for the 5 years I was in
my organization, and men with less experience and qualifications were picked instead of me.”
Additionally, Rolando shared, “It was known that the section manager didn’t like women, and he
would purposely not hire them. As a result, our team consisted of 42 males.” Silvia stated,
“When I started with my organization, I was the only woman in IT, and I was told I was
checking a box.” Additionally, Susana said,
A client commented in front of one of our executives that he was surprised my company
would hire a woman who was Native American for programming work and that this was
a White man’s world, and the worst part was the executive didn’t say anything.
The comments from Olga, Rolando, Silvia, and Susana demonstrated actions of
discrimination and gender bias toward women and the lack of any forward progress in their
careers. Lucy, Mandy, Olga, Silvia, and Susana all reported experiencing a barrier of gender bias
with microaggressions at least once in their careers as they advanced in the information
technology industry. Discrimination against women, despite education, experience, and skills,
can compromise a woman’s ability to reach upper levels of leadership (Banks, 2017).
Research Question 1 Summary
The results provided comprehensive and in-depth information about the different forms
of discrimination the participants encountered in their pursuits of executive-level positions in the
information technology field. All participants faced varying levels and types of discrimination,
from racial and ethnic to microaggressions. Overall, participants perceived experiencing gender
bias, not being taken seriously, and not being given the same opportunities as their male
counterparts. In addition, they commented about a lack of career and growth opportunities for
BIPOC and how they were overlooked and passed over for promotions.
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Furthermore, some participants indicated they were treated differently in their
organizations because they were of different races and ethnicities than their colleagues. These
findings noting various forms of discrimination were prevalent in shaping organizational cultures
where overt discrimination was tolerated. The organizations allowed these experiences to occur,
as the discrimination reported by the participants often came from the top, directly affecting the
organization’s climate by changing it to one that was toxic and fostered discrimination, thus
becoming the primary barrier all participants faced.
Results for Research Question 2
Research Question 2 was the following: How do BIPOC executives in IT perceive their
success in overcoming the challenges?
Overcoming the Environment
All 10 participants indicated they did not like how discrimination made them feel and
pointed to their organization’s culture as the roadblock to reaching their career goals. However,
all 10 participants refused to let this deter them from achieving their career aspirations. Instead,
they all found different ways to compartmentalize their environments, allowing them to move
forward and progress in fulfilling their personal career goals.
Pursued Opportunities for Advancement Presented by the Organization
Five out of 10 participants indicated they could obtain formal training in their
organizations and stated this training assisted their career development. Additionally, three out of
10 participants experienced varying levels of mentorship within their organizations. Jim stated,
I’ve been very fortunate in my career to work for [Company X]. I’ve been with them for
over 25 years and have taken many trainings. I’ve been given access to an abundant
amount of technical training in my early years to enhance my technical skills. As I
49

progressed through the ranks, I was assigned supervisorial training, which turned into
management and executive training. My company puts its executives and potential
executives through a leadership academy in conjunction with [University X]. It was a 6-
month program focused on conflict resolution, leadership, etc. The support I’ve received
from my leadership team and the leadership training has assisted with my career
development and trajectory. Many of my colleagues in [Company X] feel the same as I
do that the two academies, managerial and executive, prepared us for leading our teams.
These comments from Jim indicated a supportive organization that values training and invests in
its employees by implementing leadership academies at various levels of management. The
leadership training allowed the participants to advance in their careers.
Lucy stated,
My current organization values training and provides yearly training for every employee
if budget allows. Usually, the training was automatically approved if it was tied to a big
project or something we currently have implemented. The management team, myself
included, had to take training twice a year. One of the training covers topics such as
sexual harassment, identifying biases, creating inclusive cultures, etc. The training was
beneficial. I think all the training helped me prepare for where I am today.
Lucy perceived a culture of training and investment in the company’s employees and the
management team. Her organization provided management training to educate on topics such as
sexual harassment and identifying bias, and Lucy attributed her continued growth to this training.
Mandy commented,
Training is vital in the information technology department; without it, we cannot keep up
with the changes in the systems we support. Our company understands this, and we all
50

take several trainings a year. We can also attend seminars, conferences, and any other
form of training to better ourselves. I am lucky to have this benefit. Unfortunately, I have
friends in other companies who aren’t able to participate in training.
These comments from Mandy added to the data on the perceived benefits of training and their
impact on employee knowledge, engagement, and content with their organizations.
Olga commented,
Attending technical training is critical in keeping up with enhancements and
understanding how to navigate through issues as they arise. I am grateful my company
offers us this and other training that we can take to help us become better managers.
This comment by Olga demonstrated the importance of training to her and how it contributed to
her growth and success as a leader.
Luis commented,
My company subscribes to the Lynda.com and Udemy training platforms, and they have
been such a valuable tool for my team and me. I’ve taken training outside the technical
ones, such as finance and budgets, public speaking, and becoming an effective leader.
The leadership training was amazing and allowed me to make a concerted effort to
change my leadership style. I have to tell you how valuable they were to me and
instrumental in fixing the gaps I had with managing people. I want to say this was the
point in my career where I think it allowed me to take off.
The comments by Luis illustrated his perception of the benefits of training. He also commented
about the leadership training and its positive impact on him and his team. Luis disclosed that the
leadership training aided his success and career growth.
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Three out of 10 participants indicated they received mentorship from someone within
their organization at some point during their careers. They categorized this mentorship as a
pivotal point in their career development, one that aided their career growth. James stated,
I’ll never forget my first boss with [Company X]. I was brought on to work on a new
system. Let’s just say I didn’t hit the ground running. I’ve worked on many systems like
this one before, but everything I did wasn’t working as it should. [Manager 1] pulled me
aside one day and asked me what was going on. I didn’t have a clear answer to why
things weren’t going as they should. So we went into his office, started diagraming my
work, and found the issue. This was our first one-on-one. We had many of these meetings
and covered system design topics. We started expanding on non-technical topics, such as
how to handle certain situations or what to look out for when setting up budgets, and
even talked of me going back to school to get my master’s degree. He was there for me
whenever I needed to think through new ideas or guide me on how I should handle
situations I wasn’t sure how to handle. He is still my mentor today.
James’s first boss was a mentor to him, and he sought guidance from this mentor whenever he
encountered an issue he was not familiar with or needed feedback and advice.
Rolando stated,
My current boss is my mentor. Although he is new to our industry, all his experience was
in the private sector. He brought a different perspective and thought outside of the box. I
knew I wanted to follow in his footsteps and asked if he would mentor me. With his
guidance and advice, I was recently promoted.
Rolando’s comment added to the data about the impact and importance of mentorship and how it
has assisted with career development.
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Luis stated, “My mentor has given me great advice on how to handle uncomfortable
situations. He’s guided me through some rough times, and he’s why I’ve worked my way
through them.” Luis’s comment conveyed the perceived importance of mentorship.
These five participants’ comments demonstrated the importance of training and its
positive impact. All five participants indicated training was essential to their career growth and
provided examples of how it aided them. In addition, four participants called out specifically the
benefits of leadership training and the positive impact it made for both themselves and the teams
they led. Finally, three out of 10 participants indicated they received mentorship from someone
within their organization, which played a key factor in their personal career growth. Employees
are an organization’s biggest asset; investing in them through training, coaching, and mentorship
is vital in sustaining business growth (Alan, 2021).
Pursued Opportunities for Advancement Independently of the Organization
Four of the 10 participants indicated they did not have formal training or leadership
development opportunities available to them within their organizations. Additionally, seven of
the 10 participants had mentors outside their organizations, and two out of the 10 participants
revealed they had obtained executive coaching outside their organizations. James stated,
My organization didn’t offer me any training or leadership development opportunities.
However, my colleagues of the same ethnicity as our leaders had the opportunity to
attend technical training and career development seminars. I frequently asked for
training, and every time I was denied. It was a different excuse from my manager every
time I asked. One time when I asked for training, I felt like my manager was patronizing
me by telling me I was already too smart and didn’t need to attend any training and that it
would be a waste of money. That’s when I asked about leadership training since I was
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already training others around me and guiding the technical work. This agitated my
manager, and he asked, “Do you want my job? You would make a horrible manager.”
This comment indicated discrimination because of James’s ethnicity and loss of training
opportunities that would have increased his technical skill set and aided his development as a
leader. James understood the importance of training and how it would be instrumental in
overcoming barriers. Rolando commented, “Only the favorites can attend training. I gave up a
long time ago trying to get training approved. In my old department, every employee had the
opportunity to receive training, especially supervisors.” This comment indicated training was not
widely available in Rolando’s department because of favoritism, another form of discrimination.
Silvia stated, “The budget has been cut several times over the years, and one of the
casualties is training. [Large tech company] and other companies have free technical training
every so often, but you have to sign up fast.” Tom commented, “All forms of training have been
put on hold because of budget constraints. Some of us have been attending free training seminars
and technical training online when we can find them.” Silvia and Tom indicated a lack of budget
or funding as the reason formal training is not available to them. The participants stated they
went outside of their organizations for training. Silvia and Tom paid out of pocket for instructor-
led, classroom-style training that allowed them to obtain technical knowledge that aided them in
their career advancement.
Seven out of 10 participants indicated they received mentorship from someone outside
their organization at some point during their careers. They categorized this mentorship as a
pivotal point in their career development, one that aided their career growth. Tom stated,
My mentor has been instrumental in learning about our company and how we use our
technology. In addition, she has provided feedback and advice on handling situations
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with customers. My mentor was great for advice, but I didn’t make the jump in the career
title I was aiming to achieve. A few years ago, I retained an executive coach to assist me
with putting a plan together for getting a higher position. This plan includes milestones
such as obtaining my MBA and other training. I’ve received my MBA and continue to
work towards my goals. I was promoted a year ago and had one more step toward my
career goals.
Tom’s comments indicated the importance of mentorship and executive coaching and how they
can assist with reaching career goals and aspirations.
Jim stated,
I’ve been fortunate to have had several mentors in my life. As I progressed through my
career, I had former supervisors that mentored me. But I’ve had one person, my uncle,
who’s been with me the entire way. He’s the one that’s given me sound advice, pushed
me to better myself, educate myself, etc. He’s shared his life experiences with me, which
has guided me and my choices. He’s a doctor, and as a Black man in his time, he’s faced
barriers and has given me advice on overcoming challenges I experienced as a person of
color.
Jim’s comment highlighted the importance of mentors. Additionally, Jim indicated his uncle
provided advice on challenges and barriers from the perspective of a person of color.
Lucy stated, “I have a mentor who’s female like me, and she’s encouraged me to
empower myself through education and training.” Mandy stated, “One of my professors from
college is my mentor. I went through something personal back then, and her advice and guidance
helped me. Over the years, she’s provided valuable career advice.” Olga stated, “As a Latina in
IT, I stood out and felt like I didn’t belong. It wasn’t until I met my mentor at a Latina
55

technology seminar years ago. She’s one of the reasons I’m an executive now.” The comments
by Lucy, Mandy, and Olga focused on their perceptions of mentors and how their mentorship
provided advice and career guidance from a woman’s perspective.
Silvia commented,
My best friend is my mentor. She knows me the best and has provided great advice over
the years. I want to advance in my career, but she’s not in the IT industry like me. She
recommended obtaining an executive coach to assist me with creating career goals. My
executive coach put a plan together for me, and she checks in every quarter. So far, so
good.
Silvia’s comments built on the data about the importance of mentorship and how executive
coaching can positively influence one’s career goals and trajectory. Susana commented, “My
mentor has been a God-sent. She has been in my shoes, understands the challenges, and provides
valuable feedback.”
Research Question 2 Summary
The results from the qualitative interviews provided in-depth information about the
importance of training opportunities and leadership development. The results also provided
information about the benefits of mentorship and coaching. All 10 participants had mentors in
various stages of their careers, and some still maintain those relationships.
Additionally, all participants were subjected to unwarranted discrimination. They did not
tolerate their organization’s toxic cultures, which demonstrated racial, ethnic, and gender
mistreatment, or allow themselves to be distracted from performing their daily tasks. Instead,
they sought creative ways to counter the discrimination of their toxic environments by seeking
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and obtaining training and mentorship, ensuring the avoidance of derailment of their career
goals. Finally, they observed the success of others and modeled their pathways based on that
success.

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Chapter Five: Recommendations
Chapter 4 presented the results from the qualitative interview data. The data from this
qualitative study were produced from 10 participants of different ethnicities and races who have
ascended into executive-level positions in information technology companies. All 10 participants
shared similar educational levels, similar years of experience, and a common thread of
experiencing barriers in their careers.
In addition, all participants indicated that they experienced varying degrees of
discrimination and that their ethnicity, race, or gender played a role in why they faced these
challenges. I analyzed the qualitative interview data in an effort to answer the two research
questions that guided this study:
1. How do BIPOC executives in IT perceive the barriers faced in obtaining their
positions?
2. How do BIPOC executives in IT perceive their success in overcoming the challenges?
The results and findings identified the different forms of discrimination the participants
encountered. In addition, they provided information about the importance of training
opportunities and leadership development. Furthermore, the findings covered the benefits of
mentorship and coaching, as well as the benefits of ethnic alliances and how they affect BIPOC.
Discussion of Findings
When looking at the data through the social cognitive theory (SCT) lens, the segment
between environment (E) and a person (P) is focused on the interactions between personal
characteristics and environmental influences. All of the participants’ organizations’ acceptance
of overt discrimination created toxic environments, which influenced the participants’ cognitive
and behavioral responses. The environment (discrimination) influences how the person
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(participants) thinks and feels, which in turn affects their behavior (participants) and influences
the environment. For example, Lucy was excluded from strategy meetings, and the environment
forced her to comply, limiting her input and contributions in the strategy meetings. Because of
the environment, Lucy had to work harder in other areas outside the strategy meetings to make
up for losing ground. Despite her environment, Lucy sought out and obtained training and
leadership development and, with her mentor’s assistance, succeeded in advancing in her career.
The data showed that the environment created fear and silenced participants such as
James. In addition, the environment affected the participants’ behavior in that they actively
sought ways to counter their environments. For example, James said he would do whatever he
needed to improve himself. Even though the toxic environment in which James worked did not
afford him any opportunities for training or leadership development, he went outside his
organization to obtain training and development opportunities that allowed him to continue his
personal career growth and succeed.
Likewise, Susana stated she would never let herself feel vulnerable like she did again
and let comments about her Indigenous background or gender get in the way of her career
aspirations. Susana’s organization failed to protect her. She took matters into her own hands and
sought technical training and career development that provided her the necessary skills to
continue her career growth despite her toxic environment.
Recommendations for Practice
The data gathered from the participant interviews led to the following three
recommendations: leadership development and training, BIPOC mentorship program, and
addressing overt discrimination in an organization.
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Recommendation 1: Leadership Development and Training
The results from the qualitative interviews provided in-depth information about the
importance of training opportunities and leadership development. Training opportunities are
essential in enhancing technical skill sets and raising awareness of unconscious bias, anti-racism,
inclusive culture, inclusive leadership, and microaggressions (Anderson, 2021). Additionally,
leadership development programs are essential in developing high performers and keeping
attrition rates low (Miller, 2021). According to Khan (2021), a recent LinkedIn survey showed
94% of employees would stay at a company if it invested in their learning needs. Employees who
attend leadership development programs develop leadership skills that empower teams to
achieve their full potential, make decisions, and strategize well to help organizations thrive
(Sheena, 2021). The analysis of the data led to an explanation of how the participants who
experienced environmental barriers would use self-efficacy as a measure of reaction to better
themselves with training to increase their chances of overcoming the environmental barriers.
Recommendation 2: BIPOC Mentorship Program
The data from the qualitative interviews indicated the importance of mentorship. The
participants either searched for or cultivated relationships and obtained a mentor who provided
career advice to navigate the corporate barriers of bias. All attested to acquiring knowledge and
gaining experience and skills from the more experienced mentor. As mentioned in the literature
review, according to Orser and Elliott (2020), mentorship allows personal growth in BIPOC bias
awareness, creates awareness of gender inequalities, and assists with developing communication
skills to help cultivate relationships with others unaware of these issues. As a result,
organizations are shifting their strategies by providing training on BIPOC awareness and multi-
inclusiveness in general. The impact is tangible and leads to higher hiring and retention levels for
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BIPOC, ensuring the organization can create stability in its awareness programs (Orser & Elliott,
2020). In addition, people who experience environmental barriers would use self-efficacy as a
measure of reaction to better themselves with training to increase their chances of overcoming
the environmental barriers. Seeking out mentorship would allow individuals to learn how to
navigate racial barriers, thus overcoming environmental challenges.
Recommendation 3: Addressing Overt Discrimination in an Organization
All participants in the study experienced toxic environments that tolerated and
normalized overt discrimination. This amplified a climate of fear and discouragement in
speaking out against this behavior out of fear of retaliation. Several participants shared their
experiences with toxic environments, such as James, who was belittled and made invisible by his
managers speaking in a different language in front of him, and Susana, who was told she had no
place as a Native American working as a programmer. Therefore, creating organizational
policies that protect those who speak out against discriminatory behaviors is essential in
combating overt discrimination and minimizing toxic environments (Lang, 2019). Additionally,
organizations are setting up anonymous hotlines and websites where discriminatory behavior can
be submitted and investigated (County of Los Angeles Public Health, n.d.). SCT indicated that
people who experience environmental barriers, such as overt discrimination, would react and use
self-efficacy to report the discriminatory behavior, have the incident investigated, and change the
environment by rectifying the behavior.
Limitations and Delimitations
Limitations
Limitations in research studies are constraints beyond the researcher’s control that have a
probability of affecting the study outcome (Goes & Simon, 2013). A small sample size of
61

BIPOC participants in IT executive positions was used to generalize this population. Although a
small number can never be truly representative of such a wide-ranging population, I attempted to
identify and invite BIPOC participants who provided as much diversity as possible. As a result,
the number of participants provided for the study represented a rich dataset. However, the
participants may not have represented all BIPOC candidates in the IT industry looking to
advance into executive-level roles. In addition, based on the limitations of the qualitative study
design, the results may not be applicable beyond the study (Yin, 2018). For example, the
participants may not fully understand the questions or feel comfortable answering the questions
during the interviews (Goes & Simon, 2013).
Delimitations
Delimitations of a research study originate from parameters determining and setting the
boundaries or scope based on the researcher’s decision to include or exclude specific criteria
when developing a study plan (Goes & Simon, 2013). The scope of this qualitative study was to
explore the boundaries and challenges faced by BIPOC in pursuing executive-level IT positions.
The data sources were confined to the Zoom web-conferencing tool for a predefined amount of
time. The scope of the research study was limited to specific individuals who met the
demographic criteria. The decision to utilize the participant selection criteria was based on the
limited time to conduct the research needed to complete the dissertation. I further delimited the
research by selecting a qualitative study research method specifically to ensure complete
responses to the open-ended interview questions posed.
Conclusion
All of the participants in this study stated that they had experienced varying degrees and
forms of discrimination and encountered barriers and challenges in their organizations in pursuit
62

of executive-level information technology positions. Many of the stories the participants shared
were jarring, and hearing what they had to endure was hard to imagine at times. For example,
Susana and James each broke down while telling their story. You could see the pain on their
faces; this was a trying time in their careers. Nevertheless, the participants just wanted to do their
job and do it well and never expected in their wildest dreams that they would belong to
organizations that allowed for overt discrimination that created toxic working conditions. Every
participant wanted to tell their story in the hopes that it would help others who are experiencing
similar situations in their organizations. In addition, they hoped their stories would break the
cycle of discrimination against BIPOC by shining light and awareness on this issue. Many White
employees do not understand that the working environments for BIPOC are significantly
different from their own (Roepe, 2021). In addition, corporate leadership is often unaware of
BIPOC employees’ difficulties in pursuing leadership positions (Roepe, 2021).
To eliminate discriminatory barriers, organizational awareness should be increased
through a series of training programs and mentoring. BIPOC awareness needs to be a priority
and supported by organizational leadership with clearly defined policies and guidelines. A
concerted effort to educate employees with leadership development and technical training on
additional topics such as unconscious bias, anti-racism, inclusive culture, inclusive leadership,
and microaggressions are needed.
Organizations need to create a BIPOC mentorship program that effectively supports the
development of underrepresented employees, allowing organizations to reflect our multicultural
society fully. Furthermore, such a program would enable the program mentors to become better
leaders by being more inclusive and relatable to BIPOC and their plights and allowing for more
diverse perspectives and experiences. Additionally, the BIPOC mentees would be provided
63

guidance, advice, and support in the workplace. This will build confidence in BIPOC mentees
and allow them to obtain knowledge, skills, and experience.

64

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Appendix A: Interview Protocol
The purpose of this qualitative study was to investigate how IT employees who are
BIPOC perceive opportunities and obstacles in their pursuit of executive-level IT positions in IT
departments with fewer than 1,000 employees in mid-sized organizations in the United States
and determine whether these organizations are creating cultures of inclusiveness and equity with
environments designed to cultivate and sustain BIPOC advancement and success.
I provided informed consent to every participant in an email that participants agreed to
by electronically signing. The informed consent consisted of providing information about the
study; the risks and benefits of taking part in the study and the duration of the interview;
confirmation of institutional approval; and assurance that the interviews would be video recorded
in Zoom and kept confidential.
Interview Questions
1. How would you describe your career path to your current IT position? How long did
it take you to get to your current position?
2. Please think back to a time you applied for a promotional opportunity or promotion.
What was your first position in IT? How did you advance? What kind of time frame
did this all take place in? Were there positions you applied for that you didn’t get?
Was other BIPOC advancing? If not, What do you think made your advancement
different? If yes, Was that in proportion to white colleagues advancing?
3. Have you ever set goals for yourself that directly contributed to a promotion or
obtaining a job? What goals did you set? Did these goals contribute to your next
opportunity?
81

4. How long have you been in your current organization? Were you promoted, or did
you join your organization in this role?
5. Looking back, did you encounter any challenges along the way to your current role?
If yes, can you give examples of some of the challenges and what you did to
overcome them?
6. How would you describe the career growth opportunities for your department and
organization? Does other BIPOC have growth opportunities as well?
7. How did you know you were ready for the responsibility of a senior-level executive
role?
8. Describe how your race and/or gender hindered or helped you while on your career
path.
9. What are your professional affiliations? Of the professional affiliations where you
have a membership, did any of them offer guidance or support to you that assist with
your professional development?
10. Have you ever had a mentor or sponsorship? If yes, can you give some examples?
11. Have you ever participated in a Leadership Development Program? If so, what types
of Leadership Development programs were you a part of? Do you think they helped
you in your career path? Or how about training?
12. Is there anything you would like to share that we didn’t cover in our questions?

Abstract (if available)

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Asset Metadata

Creator Alvarez, Emilio (author)

Core Title The underrepresentation of Black, indigenous, and people of color in executive-level information technology positions

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2023-05

Publication Date 04/20/2023

Defense Date 12/09/2022

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag BIPOC,BIPOC discrimination,BIPOC IT executives,BIPOC toxic environments,information technology,OAI-PMH Harvest,underrepresentation of BIPOC in IT

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Carbone, Paula (committee chair), Helguera, Mayra (committee member), Krop, Cathy (committee member)

Creator Email dr.scea@gmail.com,emilio.alvarez@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113057149

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