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Navigating race, gender, and responsibility: a gap analysis of the underrepresentation of Black women in foreign service leadership positions

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Navigating race, gender, and responsibility: a gap analysis of the underrepresentation of Black women in foreign service leadership positions

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Navigating Race, Gender, and Responsibility: A Gap Analysis of the Underrepresentation
of Black Women in Foreign Service Leadership Positions

Jacqueline D. Mourot

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 Jacqueline Mourot 2023
All Rights Reserved

The Committee for Jacqueline Mourot certifies the approval of this Dissertation

Susanne Foulk
Darline Robles
Adrian Donato, Committee Chair

Rossier School of Education
University of Southern California
2023

iv
Abstract
This study examined the underrepresentation of Black women foreign service officers (FSOs) in
senior leadership positions at the U.S. Department of State (DoS). Using a gap analysis
conceptual framework, the study analyzed the root causes impacting the career advancement of
mid-level Black women FSOs, focusing on gaps in knowledge and skills, motivation, and
organizational (KMO) factors. The study employed a mixed-methods explanatory sequential
design consisting of a survey, interviews, and document analysis. Study findings confirmed five
influences on the problem of practice in the areas of factual knowledge, self-efficacy, resources,
and cultural models and settings. The confirmed influences informed recommended solutions
and an integrated implementation and evaluation plan using the new world Kirkpatrick model.
Recommended solutions include strategies to increase stakeholder knowledge of Senior Foreign
Service promotion requirements, strengthen stakeholder leadership self-efficacy, assess priority
outcomes for stakeholder professional development training, and improve diversity climate
within DoS via more equitable and inclusive sponsorship. Future research can leverage these
findings by expanding their scope to include senior-level Black women FSOs and other federal
foreign service agencies such as the United States Agency for International Development.
Keywords: Black women, intersectionality, glass ceiling, concrete ceiling, diversity and
inclusion, senior leadership, leadership development

v
Dedication
To Him who is able to do exceedingly and abundantly above all that I could ask or think, I
dedicate this dissertation journey. Lord Jesus, none of this would have been possible if it weren’t
for You. Thank you for Your grace, patience, peace, wisdom, favor, and joy that sustained me
through the highs and lows. May Your kingdom be glorified through me and this work.
To my husband Fabien and my children Mathéo, Anna, Maïlys, Timotei, and Aurelio, words
cannot express the depth of my gratitude to you for your love and unwavering support of my
working crazy hours and missing many family bonding moments while in the throes of studying
and writing. Thank you for believing in me, lifting me up, and allowing me this opportunity, and
thank you for your grace. Fabien, chéri, thank you for loving me this much now and always, plus
qu’hier et moins que demain. Je vous aime!
To my parents and siblings Jim, Sarra, Charles, Stephanie, and Jody, this would not have been
possible without the support and faith-filled prayers you continually send my way. Thank you for
the sacrifices, encouragement, and love you have always shown me. And Mama, thank you for
being the best example of wisdom, humility, curiosity, and love I could ever have asked for; you
will always be my model!
To all: thank you all for helping to make my dream a reality. We all did this together! I am
forever grateful and blessed to have you in my life.
vi
Acknowledgments
I would like to thank and acknowledge my dissertation committee, Dr. Adrian Donato,
Dr. Susanne Foulk, and Dr. Darline Robles, for their time, thoughtful feedback, and
encouragement. It was a privilege to learn from your expertise and experience, and I am grateful
to have had you as my committee. And I want to extend a very special and heartfelt thank you to
my chair, Dr. Adrian Donato, whose patience, kindness, quick and detailed feedback, and
persistent nudging, helped me to push through to complete my dissertation. Fight on!
I would also like to acknowledge one of my first professors, Dr. Eric Fecht, for the
genuine interest he showed in me and my work that helped build my confidence in the early days
of the program. Thank you also to members of Cohorts 16 and 18, who have become friends and
are an inspiration for staying the course no matter what.

vii
Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ........................................................................................................................................v
Acknowledgments.......................................................................................................................... vi
List of Tables ................................................................................................................................. xi
List of Figures .............................................................................................................................. xiv
Chapter One: Introduction ...............................................................................................................1
Organizational Context and Mission ...................................................................................1
Organizational Performance Status......................................................................................2
Related Literature.................................................................................................................3
Importance of Addressing the Problem ...............................................................................4
Description of Stakeholder Groups ......................................................................................6
Stakeholder Group of Focus and Performance Goal for the Study .....................................6
Purpose of the Project and Questions ..................................................................................8
Overview of the Conceptual and Methodological Framework ............................................8
Definitions............................................................................................................................9
Organization of the Project ..................................................................................................9
Chapter Two: Review of the Literature .........................................................................................11
Influences on the Problem of Practice ...............................................................................12
An Overview of Black Women and Work .........................................................................19
Conceptual Framework ......................................................................................................25
Stakeholder Knowledge, Motivation, and Organizational Influences ...............................26
Summary ............................................................................................................................42
Chapter Three: Methods ................................................................................................................44
Conceptual and Methodological Framework .....................................................................44
viii
Overview of Design ...........................................................................................................46
Participating Stakeholders .................................................................................................49
Data Collection and Instrumentation .................................................................................52
Data Analysis .....................................................................................................................57
Credibility and Trustworthiness .........................................................................................57
Validity and Reliability ......................................................................................................58
Ethics..................................................................................................................................60
Role of Investigator............................................................................................................61
Limitations and Delimitations............................................................................................62
Summary ............................................................................................................................63
Chapter Four: Results and Findings ...............................................................................................64
Participating Stakeholders .................................................................................................65
Determination of Assets and Needs ...................................................................................69
Results and Findings for Knowledge Causes.....................................................................70
Results and Findings for Organization Causes ..................................................................96
Summary of Validated Influences ...................................................................................112
Chapter Five: Recommendations .................................................................................................115
Organizational Performance Goal....................................................................................115
Goal of the Stakeholder Group for the Study ..................................................................116
Purpose of the Project and Questions ..............................................................................117
Introduction and Overview ..............................................................................................117
Integrated Implementation and Evaluation Plan ..............................................................126
Evaluation of the Components of Learning .....................................................................139
Strengths and Weaknesses of the Approach ....................................................................146
Limitations and Delimitations..........................................................................................147
ix
Future Research ...............................................................................................................148
Conclusion .......................................................................................................................149
References ....................................................................................................................................152
Appendix A: Pre-Survey Recruiting Communications (Initial E-mail) ......................................187
Appendix B: Pre-Survey Recruiting Communications (Affinity Group Members) ....................189
Appendix C: Pre-Interview Recruiting Communications (Request Participation) ......................191
Appendix D: Pre-Interview Recruiting Communications (Confirm Participation) .....................193
Appendix E: Information Sheet for Exempt Research (Survey) .................................................194
Appendix F: Information Sheet for Exempt Research (Interview) ..............................................196
Appendix G: KMO Survey Crosswalk ........................................................................................198
Appendix H: KMO Survey Protocol............................................................................................200
Appendix I: KMO Interview Crosswalk ......................................................................................206
Appendix J: KMO Interview Protocol .........................................................................................209
Appendix K: KMO Document Analysis Protocol .......................................................................214
Appendix L: DoS Targeted Mid-Level Leadership and DEIA Training .....................................216
Appendix M: Professional Development and Inclusive Networking Leadership Program
Immediate Evaluation Tool..........................................................................................................217
Level 1: Reactions............................................................................................................217
Level 2: Learning .............................................................................................................217
Appendix N: Professional Development and Inclusive Networking Leadership Program Blended
Post-Program Delayed Evaluation Form .....................................................................................218
Level 1: Reactions............................................................................................................218
Level 2: Learning .............................................................................................................218
Level 3: Behavior .............................................................................................................218
Level Four: Results ..........................................................................................................219
Open-Ended Response .....................................................................................................219
x
Appendix O: Data Analysis Report Video...................................................................................220

xi
List of Tables
Table 1: Organizational Mission and Stakeholder Goal 7
Table 2: Assumed Knowledge Influences on Black Female Mid-Level FSO’s Ability to
Achieve the Performance Goal 33
Table 3: Summary of Assumed Motivation Influences on Black Female Mid-Level FSOs
Ability to Achieve the Performance Goal 37
Table 4: Summary of Assumed Organization Influences on Black Female Mid-Level FSOs’
Ability to Achieve the Performance Goal 42
Table 5: Data Sources 48
Table 6: Comparison of Total Stakeholder Population, Survey Respondents, and
Interviewees by Grade 66
Table 7: Comparison of Total Stakeholder Population, Survey Respondents, and
Interviewees by Cone 66
Table 8: Survey Respondents and Interviewees by Years of Service 67
Table 9: Survey Respondents and Interviewees by Education 68
Table 10: Interview Participant Pseudonyms and Demographic Data 68
Table 11: Requirements for Promotion Descriptive Codes by Participant Response Rates 72
Table 12: Definition of Mentor and Sponsor Survey Response Data 75
Table 13: Interview Participant Mentor Descriptions 76
Table 14: Interview Participant Sponsor Descriptions 77
Table 15: Survey Results: Respondent Examples of Self-Awareness 81
Table 16: Survey Results: Respondent Examples of Interpersonal Skills 81
Table 17: Interview Participant Examples of Self-Awareness and Interpersonal Skills 83
Table 18: Survey Results: “What Do You Do to Be Perceived as Having a Professional
Attitude and Behavior?” 86
Table 19: Interview Participant Examples of Monitoring Their Attitude and Stereotypical
Behavior 88
Table 20 Survey Responses on Value of Mentors, Sponsors, and Diverse Networks 90
xii
Table 21: Interview Participant Responses on Value of Mentors, Sponsors, and Diverse
Networks 91
Table 22: Confidence in Ability to Succeed at the Next Level: Survey Respondent Results
by Grade 94
Table 23: Confidence in Ability to Succeed: Interviewees’ Results by Grade 94
Table 24: Interview Participant Responses on Their Feelings About Their Ability to Lead 95
Table 25: Survey Respondents’ Perception of Targeted Leadership Training 97
Table 26: Interview Participant Descriptions of Most Useful Targeted Training for Mid-
Level Black women FSOs 98
Table 27: Policies and Procedures That Encourage Survey Respondent Career Growth 102
Table 28: Interview Participant Responses on Policies and Procedures That Encouraged
Their Career Growth 103
Table 29: Interview Participant Responses on Policies and Procedures That Hindered Their
Career Growth 104
Table 30: Perceptions of an Inclusive Culture: Survey Respondent Level of Agreement by
Grade 107
Table 31: Survey Respondent Perception of DoS Leadership Commitment to Diversity and
Inclusion 108
Table 32: Survey Respondent Perception of DoS Leadership Effectiveness Promoting a
Diverse Workforce 109
Table 33: Interview Participant Responses on Perceptions of DoS Culture As Inclusive 111
Table 34: Knowledge Assets or Needs as Determined by the Data 113
Table 35: Knowledge Assets or Needs as Determined by the Data 113
Table 36: Knowledge Assets or Needs as Determined by the Data 114
Table 37: Summary of Knowledge Influences and Recommendations 119
Table 38: Summary of Motivation Influences and Recommendations 121
Table 39: Summary of Organization Influences and Recommendations 124
Table 40: Outcomes, Metrics, and Methods for External and Internal Outcomes 130
xiii
Table 41: Critical Behaviors, Metrics, Methods, and Timing for Evaluation for Mid-Level
Black Women FSOs 133
Table 42: Required Drivers to Support Critical Behaviors of Mid-Level Black Women FSOs 135
Table 43: Evaluation of the Components of Learning for the Program 140
Table 44: Components to Measure Reactions to the Program 142
Appendix G: KMO Survey Crosswalk 198
Appendix L: DoS Targeted Mid-Level Leadership and DEIA Training 216

xiv
List of Figures
Figure 1: Gap Analysis Process Flow Chart ................................................................................. 46
Figure 2: Diagram of Research Framework Overview ................................................................. 49
Figure 3: Stakeholder Response to Survey Q2: The Process for Promotion to Senior Foreign
Service is Transparent ................................................................................................................... 71
Figure 4: Diagram of The New World Kirkpatrick Model ......................................................... 128
Figure 5: Percent Increase in Eligible Mid-Level Black Women FSOs Serving in Senior
Leadership Positions 2022–2025 ................................................................................................ 145

1

Chapter One: Introduction
Research shows that racial diversity positively correlates to increased organizational
performance (Cunningham, 2009; Moon & Christensen, 2020; Sabharwal, 2014). Yet, despite
making up 12.7% of the U.S. population (U.S. Census Bureau, 2020) and having a labor
participation rate higher than that of other women, 60.5% compared to 56.8% for White women
(Roux, 2021), Black women hold only 1.6% of VP roles and 1.4% of C-suite positions. From
entry-level to the C-suite, Black women continue to fall behind— the representation of Black
women drops off by more than 85% (Thomas et al., 2022). Less than 10% of organizations set
representation targets for gender and race combined, meaning very few organizations are focused
on strategically setting goals for the advancement of Black women (Catalyst, 2016). According
to the State of Black Women in Corporate America report (LeanIn.org, 2020), for every 100 men
promoted to manager, only 58 Black women are promoted despite asking for promotions at the
same rate as men. And for every 100 men hired, only 64 Black women are hired into manager
roles. There are, therefore, fewer Black women eligible for promotion at each level, widening the
representation gap. The U.S. federal workforce mirrors this disparity in corporate America. It
illustrates that Black women have a double barrier in the workplace, needing to overcome not
only gender discrimination but also racism (Orr & Connor, 2021).
Organizational Context and Mission
The U.S. Department of State (DoS) is the foreign affairs agency of the U.S. federal
government. The Foreign Service is an administrative unit of DoS created in 1924 by the Rogers
Act and comprises diplomatic and consular personnel responsible for informing and representing
U.S. foreign policy interests overseas. The Mission of DoS is to lead U.S. foreign policy through
diplomacy, advocacy, and assistance by advancing the interests of the people, their safety, and
2

economic prosperity. The headquarters is in Washington, D.C, and there are 276 U.S. embassies,
consulates, and diplomatic missions in 191 countries. As of June 2020, DoS has 10,396 Civil
Service employees who are permanently based in the United States, 13,706 Foreign Service
employees (7,997 Generalists and 5,709 Specialists) who spend most of their careers overseas,
and 50,870 foreign national locally employed staff overseas (DoS, 2020).
The Foreign Service (FS) is divided into two tracks, Generalists and Specialists. FS
Specialists assume positions that are profession-specific, such as IT technicians or medical
doctors. FS generalists (henceforth referred to as Foreign Service Officers or FSOs) specialize in
one of five career tracks (management, public diplomacy, economic, consular, and political) but
can take on positions across tracks throughout their careers. All data for this study refers to
FSOs. According to the DoS’s FY 2019-2023 Five-Year Workforce Plan (DoS, 2020)
distributions of FS employees by race, 81% of FSOs are White, 5.6% Black, 6.8% Asian, 0.3%
American Indian, 0.1% Native Hawaiian, 4.2% multi-racial, and 2% unspecified. The plan
indicates the distribution by ethnic group as 7.5% Hispanic and 92.4% non-Hispanic. Also,
58.7% of the FS are male, and 41.3% are female. The average FSO age is 44. The average length
of service of FSOs is 14 years.
Organizational Performance Status
The organizational performance problem at the root of this study is the
underrepresentation of Black women in leadership positions in the FS. Per the 2020 Government
Accountability Report, DoS committed to building an FS workforce that reflects the diverse
composition of the United States. Despite a noted increase in the overall proportion of racial or
ethnic minorities between 2002 and 2018; the FS continues to fall short of reflecting the diversity
of the United States, especially at senior levels. It is reversing course concerning Black women
3

FSOs. Black women FSOs are among the most underrepresented groups in the FS and are more
likely to experience discrimination and be denied promotions (Government Accountability office
[GAO], 2020; Zenya & Finer, 2020); Nine percent of the 35% of female FSOs are Black (DoS,
2022). This lack of representation is an equity issue in that women represent 35% of FSOs and
37% of senior leadership positions, yet Black women remain underrepresented at senior
leadership levels at less than 2% (GAO, 2020; Heath, 2021; Nutter, 2020). Currently, out of the
189 U.S. Ambassadors, only three are Black women. To fulfill its mission and continue to lead
foreign policy through effective diplomacy representative of the United States, DoS must
increase the representation of Black women FSOs in leadership positions. Failure to do so can
handicap the FS by promoting a homogeneous, risk-averse culture that rejects new ideas and
perspectives (Zenya & Finer, 2020), which is incompatible with effective diplomacy (Nye,
1990).
Related Literature
Black women achieving leadership positions are rooted in a combination of power, race,
and gender dynamics in the workplace, often referred to as the concrete ceiling (Erskine et al.,
2021; Moorosi et al., 2018; Nkomo & Al Ariss, 2014; Stainback & Tomaskovic-Devey, 2009).
Yet, because of their ability to code-switch and navigate between diverse organizations and
cultures, Black women possess the highly adaptive skills, innovation, creativity, and leadership
to contribute to improved organizational performance (Beckwith et al., 2016). The seminal work
of Parker and Ogilvie (1996) challenged traditional leadership theory assumptions based on a
dominant White male paradigm by positing that leadership should be viewed from an
intersectional lens of gender and race. They argued that the strategies Black women use in
leading others, such as divergent thinking, creativity, risk-taking, and boundary-spanning, are a
4

manifestation of their adaptation to the norms of the dominant culture—resulting in a uniquely
adaptive leadership style that is particularly well-suited for effective diplomacy.
A more diverse federal government workforce contributes to the advancement of
organizational goals (Moon & Christensen, 2020) and cultivates diverse perspectives that lead to
better judgment and improved performance (Pitts, 2010; Pitts & Towne, 2015). Further, diversity
encourages workers to develop creative and innovative solutions to complex problems (Moon &
Christensen, 2020), all of which are key to effective diplomacy (Nye, 1990). The diversity of the
U.S. is an unmatched yet underutilized resource the FS has to strengthen our global diplomatic
leadership and increase our ability to tackle multifaceted foreign policy challenges. Americans of
color bring a unique perspective to diplomacy that builds bridges with other cultures, particularly
because more than half of the world is made up of people of color (White Goode, 2018). Data
shows, however, that the FS continually falls short in terms of the diversity of the workforce, and
most acutely regarding Black women FSOs in leadership positions (DoS, 2020).
Importance of Addressing the Problem
The problem of the underrepresentation of Black women in leadership positions in the FS
is important to solve for a variety of reasons. A growing body of evidence shows that a more
diverse workforce at all levels of an organization can be advantageous for employees and the
organization (Byrd, 2012; Erskine et al., 2021; Jean-Marie et al., 2009; McCluney et al., 2015;
Pinto & Pinto, 2011). Direct relationships have been made between diverse teams and better
problem-solving, higher levels of innovation, increased capacity for cross-cultural engagement,
and higher levels of organizational performance (Pitts & Towne, 2015). Also, Black women’s
adaptive leadership style is particularly well-suited for diplomacy because of their use of
effective leadership strategies, such as divergent thinking, creativity, risk-taking, and boundary-
5

spanning (Beckwith et al., 2016). However, the lack of advancement opportunities is a major
reason for voluntary separation decisions by employees who otherwise are a good fit and
contribute value-added to the organization (Choi, 2009). From an organizational perspective, the
consequences of not solving this problem could include the loss of highly qualified Black women
FSOs and a decrease in the overall diversity and performance of the organization.
Organizational Performance SMART Goal
The DoS’s goal is that by September 2025, it will increase the number of FS employees
in underrepresented groups to reflect the diversity of the American people. This goal was
established by the secretary of state and the director general of the FS in 2020 in response to
diversity reports from the GAO and in anticipation of President Biden’s June 2021 executive
order on diversity, equity, inclusion, and accessibility in the federal workforce. DoS goal
achievement will be measured by hiring, retention, and promotion statistics collected by the
Office of Global Talent Management (GTM). It is important to consider the performance goal of
overcoming the underrepresentation of Black women in leadership in the evaluation of DoS’s
performance for various reasons. If DoS does not diversify its FS workforce, especially its
leadership, it risks being in direct violation of a presidential executive order and weakening its
ability to advance U.S. foreign policy overseas. Evaluating organizational performance in this
area will enable stakeholders to gather qualitative and quantitative data to measure and assess FS
workforce culture and policies that impact diversity.

6

Description of Stakeholder Groups
The three stakeholder groups who most influence change or benefit from the achievement
of the organizational goal are Black women FSOs, senior-level FSOs, and the GTM. Black
feminist thought suggests that Black women should be the producers of the ideas that clarify
issues of and for Black women (Collins, 1986) and that Black women’s leadership is distinct and
a function of their social location within the dominant culture of an organization, and their
socialized traits, behaviors, and styles (Parker & Ogilvie, 1996). Therefore, Black women FSOs
should be at the center of discussions about, and solutions for, improving their access to
leadership positions if root causes are to be identified and addressed. Senior-level FSOs are often
gateways to two factors studies identify as key to advancement to leadership positions:
influential social networks and leadership mentoring and sponsorship (Roberts et al., 2018;
Stainback & Tomaskovic-Devey, 2009). Senior-level FSOs are strategically placed to provide
feedback, make introductions, serve as references, and help open doors to leadership
opportunities for Black women FSOs. Finally, GTM is responsible for overseeing all measures
related to recruitment, hiring, retention, and promotion. GTM is uniquely placed at the epicenter
of power to develop, implement, and/or repeal policies to improve FS leadership diversity.
Stakeholder Group of Focus and Performance Goal for the Study
While the inclusion of all stakeholders would yield the most comprehensive analysis, to
manage the scope of the study, the stakeholder of focus will be mid-level Black women FSOs.
Mid-level Black women FSOs are the best stakeholder of focus concerning this problem due to
their unique ability to provide insight into the root causes impacting their advancement to senior
leadership positions. The stakeholder’s goal in relation to the organizational performance goal is
for 40% of eligible Black female FSOs to serve in senior leadership positions. This goal was
7

established by GTM and the director general of the FS to achieve parity with the diversity of the
American population. Formal criteria for promotion to senior leadership positions include years
of service and core operational, relational, and managerial competencies. Informal criteria
include corridor reputation, effective networking and lobbying, and sponsorship. Failure to
accomplish this goal will leave DoS in direct violation of a presidential executive order and limit
the FS workforce’s ability to advance U.S. foreign policy overseas. The performance gap is
14.6%. Table 1 presents the mission and goals.

Table 1
Organizational Mission and Stakeholder Goal
Organizational mission
Lead U.S. foreign policy through diplomacy, advocacy, and assistance by advancing the
interests of the people, their safety, and economic prosperity.
Organizational SMART performance goal
By 2025, the Department of State will increase the number of employees in underrepresented
groups to reflect the diversity of the American people.
Black female FSOs SMART goal
By 2025, 40% of eligible Black women Foreign Service Officers will serve in positions of
senior leadership. The performance gap is 14.6%.

8

Purpose of the Project and Questions
The purpose of this study is to conduct a gap analysis to examine the root causes
impacting the advancement of mid-level Black women FSOs to positions of senior leadership
within the DoS. The analysis will focus on the causes of this problem due to gaps in knowledge
and skills, motivation, and organizational factors. The analysis will begin by generating a list of
possible causes and then systematically examining them to focus on validated causes. While a
complete gap analysis would focus on all stakeholders, for practical purposes, the stakeholders of
focus for this analysis are Black women FSOs.
1. What are the knowledge, skills, and motivation of eligible mid-level Black women
foreign service officers (FSOs) and the organizational influences impacting their
advancement to positions of senior leadership?
2. What are the recommended knowledge and skills, motivation, and organizational
solutions for mid-level Black women FSOs to advance to senior leadership positions?
Overview of the Conceptual and Methodological Framework
The conceptual framework for this study is Clark and Estes’s’ knowledge, motivation,
and organization (KMO) model, or gap analysis. The purpose of the gap analysis is to improve
organizational performance to attain organizational goals, and it acknowledges the importance of
bringing out the organization’s members' different perceptions of problems and solutions to
identify and address root causes (Clark & Estes, 2008). By measuring the KMO gaps between
the current level of performance and leadership of Black women mid-level FSOs and the desired
performance and leadership goals, a gap analysis can help better understand the root causes and
potential barriers to senior leadership positions they face. The methodological framework is a
9

mixed-methods case study consisting of surveys, individual interviews, and document analysis.
Research-based solutions will be recommended and evaluated comprehensively.
Definitions
● Diversity, in its simplest form, is the presence of difference among a group in a
particular context or setting (Bogler, n.d.); it can include race, age, linguistic ability,
and many other differences.
● Inclusion in the organizational setting is defined as the extent to which a diverse
group of people feels or perceives they are valued and accepted within the work
environment (Shore et al., 2011).
● Intersectionality is a lens for seeing how various forms of inequality often operate
together and exacerbate each other (Crenshaw, 1989); It recognizes that identity
markers (women, Black) are interconnected with one informing the other, often
creating a “complex convergence of oppression” (YWCA Boston, 2017).
Organization of the Project
Five chapters are used to organize this study. This chapter provided the key concepts and
terminology commonly found in a discussion about the underrepresentation of Black women in
leadership positions. The organization’s mission, goals, and stakeholders, as well as the initial
concepts of gap analysis, were introduced. Chapter Two provides a review of the current
literature surrounding the scope of the study as well as details of the assumed influences. Topics
of diplomacy, diversity, organizational culture, retention and promotion, and leadership pipelines
will be addressed. Chapter Three describes the study methodology regarding the choice of
participants, data collection, and analysis. In Chapter Four, the data and results are assessed and
analyzed. Chapter Five provides solutions, based on data and literature, for closing the perceived
10

gaps as well as the formulation of an integrated implementation and evaluation plan for the
solutions.

11

Chapter Two: Review of the Literature
Studies show that racial diversity positively correlates to increased organizational
performance (Cunningham, 2009; Moon & Christensen, 2020; Sabharwal, 2014). However,
despite making up 12.7% of the U.S. population (U.S. Census Bureau, 2020) and having a labor
participation rate higher than that of other women, 60.5% compared to 56.8% for White women-
(Roux, 2021), Black women hold only 1.6% of VP roles and 1.4% of C-suite positions.
Furthermore, according to the State of Black women in Corporate America report (LeanIn.org,
2020), for every 100 men promoted to manager, only 58 Black women are promoted, and for
every 100 men hired, only 64 Black women are hired into manager roles. Therefore, fewer Black
women are eligible for promotion at each level, widening the representation gap. The U.S.
federal workforce mirrors this disparity. It illustrates that Black women have a double barrier in
the workplace, needing to overcome gender discrimination and racism (Orr & Connor, 2021).
This chapter reviews the literature on the underrepresentation of Black women in
leadership positions in the United States and the potential underlying causes and barriers. The
first part of this chapter gives a brief overview of gender, race, and leadership and the role of
intersectionality in the professional advancement of Black women. Next, the historical context of
Black women and work in the United States is discussed with a focus on labor trends and
systemic barriers. Then the relationship between promotion, recruitment, retention, and
leadership development is explored as a way to understand strategies and best practices to
increase leadership diversity. Finally, this chapter introduces Clark and Estes’s KMO influences
gap analysis framework, which is the conceptual framework for this study.

12

Influences on the Problem of Practice
Several factors influence the advancement of mid-level Black women FSOs to senior
leadership positions in the FS. From an organizational perspective, the consequences of not
solving this problem could include the loss of highly qualified Black women FSOs and a
decrease in the overall diversity and performance of the organization. The sections below explore
the most salient factors that influence this problem.
Race, Gender, and Leadership
Most organizations recognize and acknowledge the benefits of a commitment to
promoting racial and gender diversity in the workplace (Sabharwal, 2014). Research reveals that
racial and gender diversity in organizational leadership contributes to the advancement of
organizational goals (Lyngsie & Foss, 2017); cultivates diverse perspectives that lead to better
judgment and improved performance (Moon & Christensen, 2020; Pitts, 2010); increases team
capacity for cross-cultural engagement (Haas & Nüesch, 2012; van Knippenberg et al., 2013);
encourages workers to develop creative solutions to complex problems (Pitts & Towne, 2015);
and increases the likelihood of innovation (Glass & Cook, 2016). Diversity initiatives are often
used as indicators of success for companies in reputable rankings, such as Fortune’s list of 100
best companies to work for (Editors & Work, 2022). Despite these findings, Black women are
still underrepresented in senior leadership positions in U.S. organizations.
Intersectionality and Leadership
Black women face a double barrier in the workplace, needing to overcome not only
gender discrimination but also racism. Intersectionality recognizes that identity markers (race,
gender) are interconnected, with one informing the other, often creating a “complex convergence
of oppression” (Crenshaw, 1989). Through the framework of intersectionality, one can better
13

understand how exclusion based on race and gender affects Black women. In doing so, one
moves beyond categorizing people into only one identity and instead considers identity and its
relationship to power, conscious of the overlapping domains of power that frame workplace
experiences (Miles Nash & Peters, 2020; Moorosi et al., 2018). The privilege of Whiteness or
maleness is generally not perceived in the United States due to cultural acceptance as the norm or
standard to which others are compared (Devos & Banaji, 2005; Erskine et al., 2021; Sims &
Carter, 2019). However, race and gender become significant when used to exclude and
disadvantage individuals. Studies show that gender and race contribute to barriers Black women
face when seeking leadership positions (Eagly & Cali, 2007; Haslam & Ryan, 2008; Thomas et
al., 2021; Thomas & Peakman, 2022).
Gender and Leadership
Gender impacts career advancement. Despite having, on average, more and higher
degrees than men, women are less likely to hold leadership positions compared to men. They are
more likely to be paid less than men because of prejudices that benefit men and penalize women,
as well as male-biased norms embedded in organizational structure and culture (Adams et al.,
2009; Ayman & Korabik, 2010; Carnevale et al., 2018; Eagly & Cali, 2007; Festing et al., 2015;
Haslam & Ryan, 2008). Male corporate culture is one of the main barriers to women rising to
leadership positions. Men hold most leadership roles and dominate the design of current
performance systems, leading to everyone being evaluated based on male values, preferences,
and behavior (Bongiorno et al., 2014; Carnevale et al., 2018; Festing et al., 2015; Gündemir et
al., 2014; Rosette et al., 2008). As such, a male-dominated and focused leadership model serves
as the foundation for evaluation and promotion systems and processes, often creating a
14

disconnect between female values and the male-oriented management culture (Carnevale et al.,
2018; Eagly & Cali, 2007; Thomas & Peak, 2022).
Research shows that male values determine who gets promoted and what values are
rewarded. For example, Ayman and Korabik (2010) noted in their study that women leaders are
viewed as less effective in male-dominated settings or leadership roles perceived as
prototypically masculine. Also, Glass and Cook (2016) argued that women are appointed to
leadership positions at organizations that are in precarious financial positions, also known as the
“glass cliff” phenomenon, mainly due to beliefs about gender and leadership rather than skills
and capacity. Traits associated with female leadership style (compassion, intuition, tact) are not
as readily associated with success as male leadership characteristics (assertiveness, ambition,
self-confidence), thereby making it difficult to disassociate desirable leader characteristics from
male characteristics. (Adams et al., 2009; Cook & Glass, 2013; Glass & Cook, 2016; Haslam &
Ryan, 2008). This gender discrimination contributes to the dearth of women in leadership
positions.
The underrepresentation of senior female leaders results from discrimination at multiple
levels, not just as a manifestation as women reach the top. Women tend to take on the heaviest
burden of family life, resulting in fewer years of experience and hours of employment per year,
further widening the gap (Carnevale et al., 2018; Eagly & Carli, 2007; Glynn & Boesch, 2022;
Thomas & Peakman, 2022). Moreover, the higher proportion of family duties women take on
further reduces their time for networking which research suggests is crucial to career
advancement (Eagly & Cali, 2007; Ritter-Hayashi et al., 2019). Social network theory, according
to Harrison et al. (2011), and self-categorization theory, according to Haslam et al. (2000), tells
us that people typically construct networking strategies around those with similar demographics.
15

Thus, in the absence of gender diversity among senior leadership, women have lower levels of
influence and interaction with senior leadership (Eagly & Cali, 2007; Ritter-Hayashi et al.,
2019).
Race and Leadership
During the industrial age, organizations were created to privilege and cater to the interests
of one dominant racial group: White men. What today are perceived as norms are, in effect,
racialized standards (Nkomo & Hoobler, 2014; Schein, 1990). The presentation of organizations
as raceless meritocracies denies legitimate experiences of discrimination (DiAngelo, 2018
Gündemir et al., 2014; Nkomo & Hoobler, 2014). Jim Crow laws and other legislation reinforced
and sustained White privilege and, combined with racial discrimination, effectively barred
Blacks from the semi-skilled and skilled labor force. Before the Civil Rights Act of 1964, many
states codified racial and gender distinctions, leading to labor market inequalities between
Whites and Blacks. As such, White male managerial representation has remained unchanged
since 1966, even while other groups make gains, with White women making the most substantial
advance into managerial positions (Stainback & Tomaskovic-Devey, 2009). Given the
preponderance of White men in leadership positions over time, it is not surprising that traditional
leadership perspectives were based on White men and later expanded to include White women.
While career advancement to leadership positions and its link to gender has been studied
extensively, race has only recently received much-deserved attention. Whiteness, rooted in
colonization, immigration, and industrialization, has created clear class and race boundaries that
persist today. Whiteness has become synonymous with a highly capable, ambitious, and efficient
worker and has become normalized as the universal organizational culture, the one everyone
must adopt to be a successful employee and leader (Gündemir et al., 2014; Nkomo & Hoobler,
16

2014). According to leadership categorization theory, due to the high frequency of leadership
positions in the U.S. occupied by White males, leaders generally are assumed to be White. In
politics and business, prominent leaders have been and continue to be White: Andrew Carnegie,
John D. Rockefeller, Henry Ford, Bill Gates, Steve Jobs, and 45 of the last 46 U.S. presidents.
Just as the study of leadership historically was based on White men, so are many of the structures
that underpin organizations today.
Historically those in power in the United States who tend to be from the dominant
culture, White men, perpetuate their group’s dominance by promoting to senior positions within
organizations those most like themselves (Giscombe & Mattis, 2002; Sesko & Biernat, 2018).
Rose and Bielby (2011) found a strong boardroom tendency to choose new directors who look
like existing groups. Several mentioned that Whites in this elite group lead almost “exclusively
White” lives with limited interactions with people of color. Research indicates these closed
power networks contribute to many of the key barriers to leadership faced by Black women: lack
of influential mentors or sponsors (Giscombe & Mattis, 2002), lack of informal networking with
influential colleagues and company role models (LeanIn.org., 2020), and lack of high-profile
assignments (Borgogniet al., 2011). In the absence of a critical mass of people of color in senior
leadership positions within an organization, it is difficult to disrupt this self-perpetuating cycle.
In addition to systemic barriers, other forms of racism and discrimination are embedded within
an organization’s culture.
Racial stereotypes of Black women can often pigeonhole them in non-leadership
positions. Scholars concur that perceptions about leaders ultimately drive leader evaluations and
that, in the case of Black women, stereotypes play a critical role in the process (Carton &
Rosette, 2011; Casad & Bryant, 2016; Durr & Harvey Wingfield, 2011; Hamstra et al., 2009).
17

According to leadership categorization theory, leaders will be evaluated as most effective when
they are perceived to possess prototypical characteristics of leadership (DeLany & Rogers, 2004;
Rosette et al., 2008). There are typically no strong stereotypes for White leaders because they are
considered the norm, the standard against which others are compared (Carton & Rosette, 2011;
Nkomo & Al Ariss, 2014). As such, an individual is recognized as an effective leader when they
possess attributes consistent with the White male prototype (i.e., decisive, assertive, intelligent).
Common stereotypes for s include poor, lazy, criminal, and ineffective (Carton & Rosette, 2011;
Rosette et al., 2008). Studies show that race may lead to biased evaluations of leadership, with
leaders who are racial minorities receiving worse performance evaluations than White leaders
because White leaders are perceived to be more like the leader prototype (Fisher & Coleman,
2017; Reynolds-Dobbs et al., 2008; Rosette et al., 2008). In short, the more a leader represents
the prototypical characteristics of a group to which the evaluators belong, the more favorably
that leader is evaluated and the more likely they are to attain and maintain more senior leadership
positions.
Organizational rewards and promotion to leadership positions are often awarded based on
leadership evaluations (Fisher & Coleman, 2017). Research findings suggest that leadership
evaluations are more likely to favor Whites than racial minorities; therefore, Whites are more
likely to be promoted to leadership positions more frequently than racial minorities (Henry-
Brown & Campbell-Lewis, 2005; Reynolds-Dobbs et al., 2008). Black women’s race and gender
intersection heavily influence their career trajectories and access to leadership positions.
Black Women and Leadership
Black women face a double barrier of gender and race in the workplace and are one of
the least likely demographic categories to obtain senior leadership positions (LeanIn.org, 2020).
18

According to U.S. Department of Labor (2020) statistics, Black women have the largest labor
force participation rate and education degree attainment among people of color in the United
States. Despite these apparent advantages, biases and discrimination prevent them from attaining
higher-level positions (Miles Nash & Peters, 2020; Purdie-Vaughns & Eibach, 2008; Sims &
Carter, 2019). In a 2015 study, Holder et al. found that Black women are likely to experience
twice as many microaggressions as White women and Black men in the workplace due to their
dual status. Moreover, Purdie-Vaughns and Eibach (2008) and Sesko and Biernat (2018) argued
that because individuals with multiple subordinate group identities (e.g., Black and female) do
not fit the prototypes of their respective identity groups, they are likely to experience
intersectional invisibility or lack of recognition as members of their respective groups.
The term “double jeopardy” (Biernat & Sesko, 2013; Livingston et al., 2012) is often
used to describe the heightened disadvantage of Black women due to the adverse consequences
of the Black and female subordinate identities. Rosette and Livingston (2012) found that White
women and men benefit from at least one predominant identity that is aligned with the leader
role (being White or male). As such, they are not evaluated as harshly as Black women, whose
race and gender align succinctly with failure. Also, the lack of institutional diversity, particularly
among decision-making bodies, contributes to the lack of Black women in senior leadership
ranks (Bracht et al., 2021; Cook & Glass, 2014; Holmes, 2016; Johnson, 2015). Consequently,
Black women who attain senior leadership positions may have to work harder to avoid mistakes
at work since they are more likely to suffer penalties greater than the consequences experienced
by White women and men (Key et al., 2012; Purdie-Vaughns & Eibach, 2008; Seo et al., 2017;
Spaights & Whitaker, 1995). However, the very difficulties Black women encounter as they
climb the career ladder are often the catalyst for developing the skills that make them more
19

qualified for leadership roles. Black women bring a skillset refined by the history of their
circumstances that positions them as significant contributors to organizational performance
(Dickens & Chavez, 2018; Holder et al., 2015; Johnson, 2015).
An Overview of Black Women and Work
Traditional labor constructs in the United States put Black women behind the curve.
Roots of White privilege were firmly planted during the late 19th century when the United States
turned away from agriculture to industrialization. Jim Crow laws segregated public spaces, and
repressive acts reinforced and maintained White privilege. Racial minorities were mostly absent
from supervisory and managerial ranks before the passage of the Civil Rights Act of 1964 § 7, 42
U.S.C. § 2000e et seq (1964). (Nkomo & Al Ariss, 2014; Nkomo & Hoobler, 2014). Title 7
prohibits employers from discriminating against employees based on race, sex, color, national
origin, and religion. Additionally, the Voting Rights Act, the Immigration and Naturalization
Act, and the Fair Housing Act all rendered discrimination based on race and ethnicity and other
categories of diversity illegal. Another critical step toward workplace diversity was the creation
of the U.S. Equal Employment Opportunity Commission (EEOC). The EEOC increased the
likelihood that women and minorities could receive equal work opportunities by shifting
responsibility to employers for providing evidence of non-discriminatory employment practices
as opposed to the employee (EEOC, 2022; Spaights & Whitaker, A.,1995). Despite these
legislative advances, discrimination laws only protect individual class categories separately as
opposed to the intersection and culmination of discrimination faced by being a member of
multiple protected classes (Nelson & Piatek, 2021).
Black women must overcome not only the vestiges of traditional labor constructs but also
the systems these constructs helped to create. Since 1966, White women have made the most
20

substantial advance into managerial jobs of any group. Black women have made only weak
gains. From 1966 to 2000, the percentage of White men in the private sector who were managers
rose from 10.5 to 14.7%, even as the managerial representation of women and racial minorities
increased (Roux, 2021; Stainback & Tomaskovic-Devey, 2009). Increasing managerial
representation for women and racial minorities has not eroded pre-existing overrepresentation of
White males in managerial positions. Despite industrial, geographic, and demographic shifts
leading to female and racial minorities increasing access to managerial jobs, White males
continued to maintain relatively stable, even increasing, access to managerial jobs throughout the
post-civil rights era (Stainback & Tomaskovic-Devey, 2009; Starks, 2009). Studies reveal that
systemic racism continues to perpetuate the vestiges of early misguided labor laws created to
support the advancement of White men (Brewer, 2016; Catalyst, 2016; Collins, 1986; Dovidio et
al., 2002; Gündemir et al., 2014; McCluney et al., 2021).
The Case of the Foreign Service
The FS mirrors the national workforce, with a historical preference for White male
officers. The history of FS diplomatic work is based on a White male-dominated model (Conley,
2016; Gill, 2020; Klynina, 2019). The fact that the FS is often characterized as a bulwark of
White males with Ivy League educations, “pale, male, and Yale,” originates in the historical
context in which the FS was founded and has grown. The DoS was established in 1789 as a
White male-led and operated organization. It was not until after WWII that wives of FSOs were
permitted to work in low-paid, hard-to-fill clerical positions (Klynina, 2019). Moreover, the first
woman to pass the diplomatic service exam was not until 1922, the first woman ambassador was
only appointed in 1949, and as of 2016, only 9% of 4,600 Ambassadors in U.S. history were
women (Feierman, 2017).
21

Although the Foreign Service Act, 22 USC § 52 (1946) claimed to broaden the
representation of the American people among FSOs, it is of interest to note that the Congress that
approved the law consisted of mostly White men: 443 White men in a House of 435 members,
and all 96 members of the Senate were White men (Kopp, 2021). Given those numbers and the
fact that in 1940 roughly a third of FSOs were graduates of Harvard, Yale, Princeton, or
Columbia, the facts suggest that the Congress in question was perhaps more concerned about
controlling the number of Ivy League graduates in the FS as opposed to racial and gender
diversity. It was not until 1967 that DoS established an affirmative action program, and in 1972
DoS lifted the informal ban that required female officers to resign once they married (Gill, 2020;
Klynina, 2019). Nonetheless, in 1970 the FS was still 95% male and only 1% Black, all females
were single, and Black officers were overrepresented in African and Latin American posts, a
concern that persists today (Kopp, 2021).
Minority hiring did not increase despite a surge in FS hiring in 2001-2004 and 2009-
2012. In addition, Black officers made up a smaller percentage of the FS in 2015 than in 1987.
Little progress has been made since then, with Black FSOs making up 6% of the FS in 1987 and
6% in 2020 (Kopp, 2021). Compounding these historical systemic challenges to diversity within
the FS are social constructs formed over time of what the prototypical American diplomat should
be like (e.g., White male; Conley, 2016). Such stereotypes lead to unconscious bias against those
who do not fit the cultural norm (Devos & Banaji, 2005) and a steady decrease in minorities as
the ranks of positions increase (Choi, 2011).
Labor Trends: Recruitment and Promotion to Senior Leadership Positions
Over time women have gained a spot in the room but are still fighting for a seat at the
leadership table, with White women making greater advancement in acquiring leadership
22

positions than Black women (LeanIn.org, 2020). One of the most significant obstacles facing
female managers is the lack of a cultural fit between female values and male-oriented
management culture. When male-oriented values determine promotions and rewards, it becomes
difficult for women to succeed (Cook & Glass, 2013; Davis, 2016; Festing et al., 2015;
Giscombe & Mattis, 2002; Stainback & Tomaskovic-Devey, 2009). Such promotion practices
exacerbate systemic issues such as racism, where a vicious cycle of those in power continues to
promote those like themselves to senior positions, thereby maintaining power (Buckingham &
Goodall, 2015; Cook & Glass, 2014; Powell & Butterfield, 2002; Rosette et al., 2008).
Labor statistics show that there is no lack of qualified and ambitious women. In fact,
women earn the majority of university degrees and actively seek promotions at the same rate as
men (Glynn & Boesch, 2022; Hill et al., 2016; LeanIn.org., 2020), yet women still must
complete additional education to earn as much as less educated men because of their lower
average earnings across all levels of education (Hill et al., 2016; Moorosi et al., 2018). In 2020
women earned $0.83 for every dollar earned by men. The intersectional discrimination against
Black women based on race and gender has historically pushed them into the most devalued jobs
(Mulhere, 2018; Stainback & Tomaskovic-Devey, 2009). Despite having the highest labor force
participation rate among women of color, Black women have a gender wage gap of $0.64 for
every dollar earned by White men (Festing et al., 2015; Glynn & Boesch, 2022).
Access to influential networks is critical to overcoming these barriers and moving up the
leadership hierarchy. Women of color face unique challenges in finding a sponsor (Bell &
Nkomo, 2001; Nkomo & Al Ariss, 2014). Compared with White women, women of color have
more limited access to social networks that provide information about jobs, promotions,
professional advice, resources, and expertise (LeanIn.org, 2020; Nelson & Piatek; Osuoha, 2010;
23

Ragins, 1997). Additionally, women of color are less likely to engage in activities outside of
work that overlap with influential White managers, while White women are more likely to have
such interactions (McDonald, 2011). For women of color, networking requires more effort. The
dominant organizational culture has deemed Black women outsiders and excluded them from the
“good old boy” networks usually composed of those who hold power within an organization,
thereby making networking more difficult (Davis, 2016; Foster et al., 2020; Hill et al., 2016;
Parker & Ogilvie, 1996). Systemic barriers to leadership faced by Black women persist despite
increased qualifications. Efforts to hire, retain, and promote a diverse cadre of leaders require
specific measures to address multiple identities (Ashikali & Groeneveld, 2915; Buckingham &
Goodall, 2015; Choi, 2011; Choi & Rainey, 2010; Conley, 2016).
Paths to Success
For those Black women who attain senior leadership positions, the road is not easy, but
there are many lessons to be gleaned from their experiences to improve organizational outcomes.
Adaptability (Jackson, 2004), self-confidence (Johnson, 2015; Sales et al., 2019), resilience
(Linnaberry et al., 2014), constant willingness to learn and mentor relationships (Davis, 2016)
are essential to Black women’s career advancement. In her study of Black women leaders, Davis
(2016) found that participants highlighted sponsorship as the type of leadership development that
most influenced their ascension to senior leadership positions. The key role of networking was
further highlighted in Blickle et al.’s (2009) predictive field study of 112 employees, in which
they found that income, hierarchical position, and career satisfaction could be predicted by the
amount of employee networking behaviors. In addition, establishing strategic relationships
outside of their comfort zones with individuals who are different from them and of a higher rank
is also vital to gaining access to career opportunities and senior-level promotions (Blake-beard et
24

al., 2017; DeLany & Rogers, 2004; Giscombe, 2017; Murrell & Blake-Beard, 2017; Wyatt &
Silvester, 2015). Lastly, Black women who have achieved senior leadership positions consider
their cultivation of transformational and authentic leadership styles as essential to their ability to
combine the agentic and communal leadership characteristics to excel in a male-dominated
corporate culture (Erskine et al., 2021; Johnson, 2015; Khattab et al., 2020; Roberts et al., 2018).
Strategies and Best Practices to Increase Leadership Diversity
Organizations can learn from the experiences of successful senior-level Black women
leaders to improve leadership diversity. However, getting diverse candidates in the door of an
organization is only the first step to ensuring their presence and work leads to gains for the
organization (LeanIn.org, 2020; Roberts et al., 2018; Rose & Bielby, 2011). Of the primary
factors that support an increase in leadership diversity within an organization, the following are
three of the most notable for Black women per recent studies. First, senior organizational leaders
play a central role in successful and sustainable diversity management: the process and
procedures implemented within an organization to promote workforce diversity (Berrey, 2014) -
via their attitude, behavior, and beliefs (Janssen, 2005; Ng et al., 2012; Schneider et al., 1996;
Scholmerich et al., 2017; Todd et al., 2011). Ritter- Hayashi et al. (2019) found that diversity
among senior leaders promotes acceptance of diversity practices and innovation throughout an
organization. Furthermore, Ristino and Michalak (2018), in a study on organizational cultural
models, found that employee attitude changes are strongly associated with management
behaviors. This is particularly important considering Rosette et al.’s (2008) finding that racial
bias in leaders can influence their evaluations of minority subordinates and inhibit promotion. As
such, organizations that ensure their top leaders believe in and are enthusiastic supporters of
diversity management efforts are more likely to have those efforts succeed and to see more
25

minorities advance in leadership (Kossek & Zonia, 1993; Longman et al., 2018; Malek et al.,
2018; Nishii & Mayer, 2009).
Second, promotion practices that are transparent and rely primarily on formal evaluation
criteria based on merit and ability, as opposed to informal networks, are more effective in
promoting diversity in the workforce (D’Agostino & Levine, 2009; Wyatt & Silvester, 2015;
Yap & Konrad, 2009). Successful promotion practices are accompanied by strategic mentoring
and sponsorship programs that seek to build the networks of Black women and other minorities
to augment their professional development and increase their exposure to senior leaders
(Giscombe, 2017; Foust-Cummings et al., 2011; Moon & Christensen, 2020; Nelson & Piatek,
2021). Third, in addition to cultivating impactful networking relationships, organizations can
expand and improve professional development programs to reinforce the benefits of diverse
leadership teams. Successful programs engage in discussions dealing with race and gender and
aim to increase participants’ understanding of organizational culture and politics and how they
affect aspiring minority leaders (Aguinis & Kraiger, 2009; Biernat & Sesko, 2013; Davis, 2016;
Debebe et al., 2016; Heffner et al., 2011; Malek et al., 2018; Schein, 2010).
Conceptual Framework
The conceptual framework supporting this study is Clark and Estes’s (2008) gap analysis
model. This framework helps to identify and analyze the gap between actual and preferred
performance. The basis of the model is the principle of knowledge (K) and motivation (M) as
essential to goal achievement. The model also acknowledges that understanding organizational
culture (O) must accompany knowledge and motivation to achieve goals and realize sustainable
change (Clark & Estes, 2008).
26

For this study, Clark and Estes’s (2008) KMO model will be used to identify and analyze
the KMO gaps between the current performance and leadership of Black women mid-level FSOs
and the desired performance and leadership goals. The following section identifies and reviews
the literature on the KMO influences that must be leveraged together for Black women mid-level
FSOs to achieve senior leadership positions. Understanding Black women mid-level FSOs’
KMO influences as a functioning system is essential to identifying the root causes and potential
barriers to senior leadership positions they face.
Stakeholder Knowledge, Motivation, and Organizational Influences
Understanding the root causes and potential barriers to senior leadership positions mid-
level Black women FSOs face is key. An important first step in identifying these root causes is
measuring the KMO gaps between the current level of performance and leadership of Black
women mid-level FSOs and the desired performance and leadership goals. The following section
will cover in detail the stakeholder KMO influences relevant to this study.
Knowledge and Skills
Organizations must identify the knowledge and skills to increase performance, adapt to
change, and solve problems (Clark & Estes, 2008). Identifying and addressing knowledge gaps
will help facilitate individual professional development and organizational growth. This section
reviews the literature on knowledge-related influences relevant to career advancement for Black
women mid-level FSOs.
Krathwohl (2002) categorizes knowledge into four distinct areas: factual, conceptual,
procedural, or metacognitive knowledge. The primary distinctions between factual and
conceptual knowledge are in the interpretation of information. Conceptual knowledge refers to a
deeper and more complex understanding of knowledge (Krathwohl, 2002). Procedural
27

knowledge refers to how to do something or the steps one must take in a process (Krathwohl,
2002). Finally, metacognitive knowledge refers to self-awareness, knowledge about one’s
thinking processes, the approaches to one’s thinking, and thinking about how one might carry out
a task. Learning involves all four of these areas (Krathwohl, 2002). This section will focus on
understanding the specific knowledge influences that affect or may act as barriers to Black
women mid-level FSOs’ career progression goals.
The following section will address the three specific types of knowledge that are
particularly relevant for Black women mid-level FSOs to achieve their goals and advance to
senior leadership positions. The first is factual knowledge regarding promotion requirements,
and the second is conceptual knowledge regarding mentorship and sponsorship. The third and
final is metacognitive knowledge regarding self-efficacy, attitude, and stereotypical behavior.
Factual Knowledge Influence: Stakeholders Need to Know the Requirements for Promotion to
Senior Levels Within the FS
Factual knowledge is the basic information stakeholders must know to achieve their
performance goals (Krathwohl, 2002). Mid-level Black women FSOs need factual knowledge of
promotion requirements to advancement to senior leadership positions. Learning whether mid-
level Black women FSOs know how to get promoted to senior levels is an important first step in
analyzing knowledge gaps (Clark & Estes, 2008). Yap and Konrad (2009) found that women and
racial minorities must be extremely well-qualified for promotion to be seriously considered for
top management positions. Research findings show that high levels of education, increasing
levels of responsibility over people and resources, and considerable commitment to the
organization augment the likelihood of promotion to senior levels, resulting in only the most
capable and committed employees being considered for senior leadership positions (Carnevale et
28

al., 2018; Cook & Glass, 2013; Feierman, 2017; Trent, 2020; Yap & Konrad, 2009). Considering
that Black women experience the largest disadvantage in promotion rates (Eagly & Carli, 2007;
Glynn & Boesch, 2022; Yap & Konrad, 2009), they are also the least likely to obtain the desired
prerequisites for senior leadership positions if they do not know the requirements for promotion
and work toward checking those boxes while at the entry and mid-levels (Catalyst, 2016;
LeanIn.org, 2020).
Conceptual Knowledge Influence: Stakeholders Need to Differentiate Between the Concepts of
What a Constitutes a Mentor and a Sponsor
According to Clark and Estes (2008), the first step in a KMO analysis is to determine
whether people know how to achieve their performance goals- do they possess the requisite
knowledge needed. Conceptual knowledge refers to a deeper and more complex understanding
of knowledge (Krathwohl, 2002). Clark and Estes (2008) suggested that knowledge in the form
of important concepts offers new ways to understand how to use the knowledge gained to solve
problems. For mid-level Black women FSOs to advance to senior leadership positions, they need
to understand and differentiate between the concepts of mentorship and sponsorship to solve the
workplace challenges they face due to the intersection of their race and gender. Numerous
studies have revealed that the lack of mentors and sponsors is a critical barrier to Black women’s
leadership advancement (Baumgartner & Schnieder, 2010; Beckwith et al., 2016; Clarke, 2011;
Giscombe, 2017; Key et al., 2012; Khattab, 2020; Nelson & Piatek, 2021), resulting in persistent
occupational segregation (Beckwith et al., 2016; Cook & Glass, 2013; Nelson & Piatek, 2021;
Yap & Konrad, 2009), exclusion from informal networks (Adams et al., 2009; Baumgartner &
Schnieder, 2010; Erskine et al., 2021; Giscomb & Mattis, 2002; Johns, 2013; Wyatt & Silvester,
2015; Byrd, 2009), lack of senior-level role models (Clarke, 2011; Giscomb & Mattis, 2002),
29

inability to navigate organizational politics (Cook & Glass, 2013; Durr & Harvey Wingfield,
2011; Wyatt & Silvester, 2015), lower income (Durr & Harvey Wingfield, 2011; Jean-Marie et
al., 2009; Longman et al., 2018; Yap & Konrad, 2009), and low retention (Johns, 2013;
Longman et al., 2018), among others (Dickens & Chavez, 2018). To overcome the concrete
ceiling, Black women FSOs need mentorship and sponsorship to advance their careers.
Understanding and differentiating between the concepts is the first step to effectively building
networks.
Contrary to many common workplace assumptions, mentorship and sponsorship are not
synonymous. Often used interchangeably, a lack of clear differentiation between the two leads to
an inability to understand the importance, benefits, and role of both in Black women FSOs’
career advancement. Despite a continued scholarly debate about what mentoring is and what it is
not, nearly all mentoring relationships involve acquiring knowledge (Eby et al., 2008).
Workplace mentoring involves a relationship between a less experienced individual (the protégé)
and a more experienced person (the mentor), where the purpose is the personal and professional
growth of the protégé (Kram, 1985; Ragins, 1997). In contrast, sponsorship is focused more
singularly on career advancement and based on power. Sponsorship is active support by someone
well-positioned in an organization that significantly influences decision-making processes or
structures and advocates for, protects, and fights for an individual’s career advancement (Foust-
Cummings et al., 2011; Ragins, 1997).
Research (Adams et al., 2009; Beckwith et al., 2016; Yap & Konrad, 2009) reveals that
Black women who do not understand and effectively utilize both mentor and sponsor
relationships are severely disadvantaged in career advancement due to being less connected to
formal and informal networks. Effectively building diverse mentoring relationships can help
30

Black women with early career development, improved networking skills, and the development
of political skills in the workplace (Blickle et al., 2009; Clarke, 2011; Foust-Cummings et al.,
2011). Acquiring these attributes and skills could help increase their visibility and exposure to
those in power. This, in turn, could help to decrease racial stereotyping and tokenism because of
their increased interactions with gender and racial majority colleagues (Erskine et al., 2021;
McDonald, 2011; Sims & Carter, 2019). With increased visibility, mid-level Black women FSOs
are more likely to attract powerful sponsors that can advocate for and influence decision-makers
(Giscombe, 2017), share their power by augmenting mid-level Black women FSOs’ influence
(Ragin, 1997), and serve as a buffer and help navigate organizational politics (Ragin, 2010).
Therefore, understanding and differentiating between the concepts of mentorship and
sponsorship is essential to mid-level Black women FSOs’ ability to advance to senior leadership
positions.
Metacognitive Knowledge Influences
Metacognitive knowledge refers to self-awareness, knowledge about one’s thinking
processes, the approaches to one’s thinking, and thinking about how one might carry out a task
(Krathwohl, 2002). Metacognitive knowledge is divided into three categories: strategic
knowledge, knowledge about cognitive tasks, and self-knowledge (Krathwohl, 2002). Krathwohl
(2002) posited that being made aware of one’s metacognitive activity is the first step to adapting
how one thinks and operates. Self-knowledge and knowledge about cognitive tasks are this
study’s most relevant categories of metacognitive knowledge. For mid-level Black women FSOs
to achieve the goal of advancing to senior leadership positions, they need to focus on
metacognitive knowledge regarding their critical reflection, attitude, and stereotypical behavior.
31

Stakeholders Need to Reflect on Their Self-Awareness. This metacognitive knowledge
refers to the mid-level Black women FSOs’ knowledge about their thinking and their process and
regulation of their thinking as they develop as a leader. Mid-level Black women FSOs need to
critically reflect on whether they are self-aware and confident in their abilities as a leader.
Critical reflection involves identifying, examining, and questioning one’s deeply held
assumptions to make meaning out of experiences (Faller et al., 2020; Merrian et al., 2007). It is
the catalyst for conscientization, or the process that sparks awareness of the social constructs that
influence how we think, act, and react to influence change (Friere, 1974). Mid-level Black
women FSOs can accelerate their leader emergence, or the degree to which others perceive them
as leaders, by reflecting critically (Bracht et al., 2021). This critical reflection needs to center
around whether they are self-aware and confident in their leadership abilities and whether they
are displaying attitudes and behaviors that affirm or reject negative stereotypes of Black women
(Gündemir et al., 2014; Livingston & Washington, 2012).
There are certain actions that can help mid-level Black women FSOs build self-
confidence and overcome negative leadership stereotypes. Two such examples are self-
monitoring or regulating one’s self-presentation to achieve a desired public perception (Ayman
& Korabik, 2010) and being mindful of when and how they use various coping strategies like
code-switching and boundary-spanning. Such actions can result in more favorable career
advancement outcomes (Allas & Schaninger, 2020; Beckwith et al., 2016; Floyd, 2016; Ibarra et
al., 2013; Wyatt & Silvester, 2015).
Stakeholders Need to Monitor Their Attitudes and Stereotypical Behavior. Mid-level
Black women FSOs need to monitor whether they are displaying attitudes and behaviors that
affirm or reject negative stereotypes of Black women and how this knowledge affects their work
32

and capacity to grow as a leader. A great deal of research (Adams et al., 2009; Ayman &
Korabik, 2010; Bongiorno et al., 2014; Bracte et al., 2021; Cook & Glass, 2014; Debebe et al.,
2016; Eagly, 2007; Eagly & Carli, 2007) has shown that women leaders receive more scrutiny
and are perceived as less effective than male leaders. Male leaders, on the contrary, are perceived
to embody the traits that connote leadership: aggressiveness, assertiveness, decisiveness, and
competitiveness. However, this agentic or masculine behavior is incongruent with stereotypical
female behavior, which is considered more communal (cooperative, democratic, and
relationship-focused; Eagly, 2007; Eagly & Carli, 2007; Festing et al., 2015; Hill et al., 2016;
Watts et al., 2015). Moreover, women experience discrimination and prejudice when they fail to
behave as “expected” and instead exhibit agentic “masculine” behavior in efforts to be
considered for more senior leadership positions (Bongioro et al., 2014; Debebe et al., 2016;
Glass & Cook, 2016).
The situation worsens for Black women. The intersection of race, in addition to these
gender biases, results in workplace inequalities that distort others’ perception of Black women’s
capabilities that are not perceived as being aligned with the prototypical leader, leading to even
more scrutiny and criticism and often triggering stereotype threat, making it harder for them to
succeed (Beckwith et al., 2016; Giscombe & Mattis, 2002; Gündemir et al., 2014; Khattab et al.,
2020; Thomas et al., 2014; Rosette et al., 2008; Rosette & Livingston, 2012; Raynolds-Dobbs et
al., 2008). However, an androgynous conception of leadership gives equal focus to agentic and
communal skills and creates more opportunities for women, and Black women in particular, to
be considered leaders. To be perceived as effective, women leaders must navigate the double
bind of demonstrating sensitivity and strength by blending agentic and communal aspects of
33

leadership for career advancement (Ayman & Korabik, 2010; Eagly & Carli, 2007; Vinkenburg
et al., 2011).
Table 2 shows Black women mid-level FSOs’ knowledge influences and the related
literature.

Table 2
Assumed Knowledge Influences on Black Female Mid-Level FSO’s Ability to Achieve the
Performance Goal
Assumed knowledge influences Research literature
Factual
Stakeholders need to know the
requirements for promotion to
senior levels within the Foreign
Service.
Cook & Glass, 2014; Feierman, 2017; Trent, 2020;
Yap & Konrad, 2009
Conceptual
Stakeholders need to differentiate
between the concepts of what
constitutes a mentor and a sponsor.
Adams et al., 2009; Allas & Schaninger, 2020;
Beckwith et al., 2016; Blake-Bared & Murrell,
2017; Blickle et al., 2009; Clarke, 2011; Cook &
Glass, 2013; Eby et al., 2008; Erskine et al., 2021;
Foust-Cummings et al., 2011; Giscombe, 2017;
Kram, 1985; Ragins, 1997; Ragin, 2010;
McDonald, 2011; Yap & Konrad, 2009
Metacognitive
Stakeholders need to reflect on their
self-awareness and interpersonal
skills.
Adams et al., 2009; Catalyst, 2016; Combs, 2003;
Klynina, 2019; Faller et al., 2020; Bracht et al.,
2021; Osuoha, 2010; Casad & Bryant, 2017
Stakeholders need to monitor their
attitudes and stereotypical
behavior.
Carton & Rosette, 2011; Dovidio et al., 2002; Jean-
Marie & Sherman, 2009; Moorosi et al., 2018;
McCluney et al., 2021; Reynolds-Dobbs et al.,
2008; Durr & Harvey Wingfield, 2011

34

Motivation
If knowledge can be likened to turning the key in a car ignition, then motivation would be
the acceleration pedal, getting one going, keeping one moving, and regulating how much effort
one expends (Clark & Estes, 2008). Motivation initiates and sustains the mental and physical
effort required to achieve a goal (Clark, 2005; Elliot et al., 2018). Motivation combined with
knowledge leads to better performance (Clark & Estes, 2008). This section will review the
literature on the motivation influences relevant to career advancement for Black women mid-
level FSOs and address two aspects of motivation particularly relevant to Black women mid-
level FSOs’ goal achievement: task value and self-efficacy.
Value: Black Women Mid-Level FSOs Need to Consider It Important for Themselves to Build
Solid and Diverse Networks
A task’s importance or value is key to mustering the motivation to pursue it. According to
Eccles and Wigfield (2002), individuals’ expectations of success and the value they place on
succeeding determines their motivation to perform various tasks. Further, there are three broad
determinants of value: (a) attainment value, the satisfaction of mastering or accomplishing a task;
(b) utility or task value, the degree to which completion of a task may contribute to
accomplishing a goal; and (c) intrinsic value, the satisfaction gained simply from performing a
task as opposed to an anticipated outcome (Ambrose et al., 2010; Pintrich, 2003). Although each
of these determinants of value contributes to the motivation of Black women mid-level FSOs,
this study will focus on task value as a significant component of accomplishing their leadership
goal.
Throughout U.S. labor market history, networks and networking have been associated
with nurturing and reproducing gender and racial inequality (Bell & Nkomo, 2001; Carnevale et
35

al., 2018; Catalyst, 2016; Combs, 2003; DiAngelo, 2011; Gill, 2020; Giscombe & Mattis, 2002;
Glass & Cook, 2016; Glynn & Boesch, 2022; Key et al., 2012; Kopp, 2021; Malveaux, 2013;
Nkomo & Al Ariss, 2014; Sims & Carter, 2019). This phenomenon is reflected in the tendency
for Black women to be overrepresented in positions of lower responsibility and for White men to
be overrepresented in positions of higher, more senior responsibility (Choi, 2011; Glynn &
Boesch, 2022; LeanIn.org, 2020). The overrepresentation of White men in senior leadership
positions results from those in power, predominantly White men, mainly associating/networking
with colleagues and friends who look like them (i.e., of the same race and gender; Cox et al.,
2016; Gündemir et al., 2014; Khattab et al., 2020; Ragins, 1997). However, studies show that to
advance to senior leadership positions, both formal and informal networking with people in
positions across an organization’s hierarchy and with gender and racially diverse groups is
imperative (Blickle et al., 2009; Debebe et al., 2016; LeanIn.org, 2020).
Self-Efficacy: Black Women Mid-Level FSOs Need Confidence in Their Ability to Succeed at
the Next Level
Efficacy expectancies represent the belief that one can identify, organize, initiate, and
execute a course of action that will bring about the desired outcome (Bandura, 1997). Self-
efficacy is an individual’s belief in their capabilities to perform tasks and attain goals (Bandura,
2006). In other words, self-efficacy is having confidence or positive expectations in their ability
for success. Self-efficacy beliefs develop from the gradual acquisition of complex cognitive,
social, linguistic, and/or physical skills through experience (Bandura, 1982). There are four
information cues that influence self-efficacy. The two most effective cues for self-efficacy
development experiences are enactive mastery and vicarious experiences (Gist, 1987). Such
experiences can be most effectively gained through the individual via repeated and increasingly
36

more challenging professional accomplishments and perspective taking (enactive mastery) and
through others who model success and clear results (vicarious experiences; Bandura, 1997).
Black women FSOs can develop greater leader self-efficacy through challenging work
experiences and performance feedback (enactive mastery) and through the experiences of more
senior mentors and sponsors (vicarious experiences). However, Black women are often not given
such opportunities, which impacts their leader self-efficacy (Eagly & Carli, 2007; Yap &
Konrad, 2009).
Claims of the genetic and intellectual inferiority of the Black race have permeated U.S.
history and were supported by religion, policy, separate but equal laws, and the media
(Crenshaw, 1989; Glynn & Boesch, 2022). As such, today, some Black women, despite their
education and accomplishments, still harbor feelings of incompetence and self-devaluation when
competing with White middle-class colleagues for career advancement, often self-selecting out
of high-status careers (Carnevale et al., 2018; Collins, 1986; Durr & Harvey Wingfield, 2011;
Rosette & Livingston, 2012; Sims & Carter, 2019; Spaights & Whitaker, 1995; Watts et al.,
2015). Self-efficacy is critical to overcoming negative stereotypes per Bandura (1997), necessary
for Black women leaders to excel in the face of challenges and may give them leverage in their
ability to succeed (Beckwith et al., 2016; Clarke, 2011; Bowles, 2012). Roberts et al. (2018)
found in their study of 2300 African American women that those who achieved career
advancement became experts in emotional intelligence and self-efficacy in two principal ways.
One, interpreting organizational interpersonal and political dynamics and managing their
response when situations risked undermining their sense of competence, and two, practicing
authentic leadership through deep self-awareness. Given that Black women are already 16% less
likely than similar White male counterparts to receive a promotion to senior levels, to survive the
37

mid-level promotion bottleneck, Black women will need to be sure of their leadership identity,
exhibit self-confidence, and be committed to their careers (Allas & Schaninger, 2020; Hannah et
al., 2012; Khattab et al., 2020; Wyatt & Silvester, 2015; Yap & Konrad, 2009).
Table 3 shows Black female mid-level FSOs’ motivation influences and the related
literature.

Table 3
Summary of Assumed Motivation Influences on Black Female Mid-Level FSOs Ability to Achieve
the Performance Goal
Assumed motivation influences Research literature
Value: stakeholders need to
consider it important for
themselves to build solid and
diverse networks.
Allas & Schaninger, 2020; Cook & Glass, 2014;
Cunningham, 2009; Combs, 2003; Khattab et al., 2020;
LeanIn.org, 2020
Self-efficacy: stakeholders need
confidence in their ability to
succeed at the next level.
Allas & Schaninger, 2020; Bandura, 1997; Bandura, 2006;
Bell & Nkomo, 2001; Beckwith et al., 2016; Bowles,
2012; Carnevale et al., 2018; Clarke, 2011; Collins,
1986; Durr & Harvey Wingfield, 2011; Johns, 2013;
Hannah et al., 2012; Khattab et al., 2020; Rosette &
Livingston, 2012; Sims & Carter, 2019; Spaights &
Whitaker, 1995; Watts et al., 2015; Wyatt & Silvester,
2015; Yap & Konrad, 2009

38

Organization
For a change effort to be successful, solutions must consider and adapt to the
organizational culture (Clark & Estes, 2008). Ultimately, for Black female mid-level FSOs to
achieve their goal and advance to senior leadership positions, issues related to organizational
culture must be addressed in addition to the knowledge and motivation influences. This section
reviews the literature on the organizational resources, policies, and cultural models that impact
Black female mid-level FSOs’ goal achievement.
Resources: Mid-Level Black Women FSOs Need Resources for Targeted Leadership
Development Training
Even with high motivation and deep knowledge and skills, missing or insufficient
resources can prevent achieving performance goals (Clark & Estes, 2008; Schein, 2017). Some
of the barriers faced by mid-level Black women identified in the literature include lack of
networks, mentors, and sponsors; challenges with leadership identity development as a result of
stereotype threat; cognitive bias, discrimination, and microaggressions; and lastly, lack of a
power base from which to navigate organizational politics (Bongiorno et al., 2014; Carton &
Rosette, 2011; Carter & Phillips, 2017; Combs, 2003; Crenshaw, 1989; DeLany & Rogers, 2004;
Dovidio et al., 2002; Erskine et al., 2021; Giscombe & Mattis, 2002; Henry-Brown & Campbell-
Lewis, 2005; Holder et al., 2015; Johns, 2013; McCluney et al., 2021). Several studies suggest
that many programmatic tools must be employed concurrently to achieve systemic change and
empower mid-level Black women to overcome these barriers; targeted leadership development
training is key among them (Clark, 2011; Eagly & Carli, 2007; Ely et al., 2011).
Experts recommend mixed-sex training to capitalize on integrating women into
organizational networks; however, a women-only program must complement the training with an
39

intersectional perspective that explores all the complexities and nuances of their leadership
dilemma (Buckingham & Goodall, 2015; Debebe et al., 2016; Durr & Harvey Wingfield, 2011).
The most effective programs include the following attributes: they enhance self-efficacy and
social persuasion; are linked back to the organization via senior male and female speaker slots;
expand and deepen networking strategies; develop a capacity to lead change; provide structured
feedback sessions to help participants identify and manage gender stereotypes and double binds;
and focus on the positive use of power and influence (Aguinis & Kraiger, 2009; Beckwith et al.,
2016; Clarke, 2011; Davis, 2016; Ely et al., 2011; Nishii & Mayer, 2009;).
Cultural Settings: Stakeholders Need Targeted Policies and Procedures That Support and
Encourage Their Career Growth
According to Gallimore and Goldenberg (2001), culture exists (and is created) in settings
or the moments “where people come together to carry out joint activities that accomplish
something they value” (p. 47). In an organization, cultural settings include the policies,
procedures, and practices that help to define an organization’s workplace culture. According to
Clark and Estes (2008), organizational goals are achieved by a system of interrelated processes
that outline how people and resources must align and interact to produce desired results over
time. They further argued that even despite having sufficient knowledge, skills, and motivation,
employees will not close performance gaps and achieve business goals with poor work
processes. Therefore, cultural settings influence stakeholder advancement to senior leadership
positions.
Research shows that racial and gender workplace inequities are often rooted in and
perpetuated by workplace policies and norms written by and for men based on men’s experiences
(Beckwith et al., 2013). Therefore, efforts to hire, retain, and promote a diverse cadre of leaders
40

require specific measures that address multiple identities and acknowledge underlying inequities
(Ashikali & Groeneveld, 2015; Choi, 2011; Choi & Rainey, 2010; Conley, 2016). Only 7% of
companies set workforce diversity representation targets focused on gender and race combined
(LeanIn, 2021). And fewer than one in five companies hold senior leaders accountable for
diversity efforts by linking these efforts to promotion and financial incentives (LeanIn.org,
2020). However, several efforts have been shown to allow companies to address the specific
systemic challenges Black women face. Such efforts include assembling diverse candidate slates
and providing bias training to evaluators (Eagly, 2007), ensuring employee well-being and work-
life balance (Carnevale et al., 2018; Eagly, 2007), recognizing performance (Buckingham &
Goodall, 2015), and increasing diversity among senior-level decision-makers (Cook & Glass,
2014).
Cultural Models: Stakeholders Need to Be Part of an Inclusive Culture That Recognizes and
Appreciates Diversity
Gallimore and Goldenberg (2001) defined cultural models as “the shared mental schema
or normative understandings of how the world works, or ought to work, incorporating behavioral
(activity) as well as cognitive and affective components” (p. 47). Cultural models are thus an
organization’s internal (often hidden or invisible) beliefs and values (Clark & Estes, 2008).
Cultural models are often perceived as barriers, yet if addressed together with knowledge and
motivation, they can become opportunities for positive organizational growth (Gallimore &
Goldenberg, 2001; Schneider et al., 1996). This section will review the literature on a crucial
cultural model that affects Black female mid-level FSOs’ goal achievement: diversity climate.
As highlighted earlier in this chapter, the case has been substantially made that a diverse
workforce is good for business. However, when considering overall organizational performance
41

and diversity, studies show that an increase in racial diversity can decrease organizational
performance if the diversity climate is ignored (Choi & Rainey, 2010; van Knippenberg, 2013).
Scholars have defined diversity climate as the policies, practices, procedures, and routines that
support employee diversity within an organization (Hicks-Clarke & Iles, 2000; Kossek & Zonia,
1993; Schneider et al., 1996). The perspective of members of an organization on diversity
influences how members express and manage tensions related to diversity, whether minorities
feel valued by colleagues, and how members might interpret the meaning of racial identity at
work (Ely & Thomas, 2001). Positive perceptions of diversity climate lead to greater
organizational commitment, individual empowerment, and job satisfaction (Ashikali &
Groeneveld, 2015; Hicks-Clarke & Iles, 2000; Ng & Sears, 2012; Wolfson et al., 2011). Table 4
shows Black female mid-level FSOs’ organizational influences and the related literature.

42

Table 4
Summary of Assumed Organization Influences on Black Female Mid-Level FSOs’ Ability to
Achieve the Performance Goal
Assumed organization influences Research literature
Resources
Stakeholders need resources allocated
for targeted leadership development
training.
Armstrong, 2017; Buckingham & Goodall, 2015;
Davis, 2016; Debebe et al., 2016; Durr & Harvey
Wingfield, 2011; Ely et al., 2011; Heffner et al.,
2011; Malek et al., 2018
Cultural settings
Stakeholders need targeted policies and
procedures that support and encourage
their career growth.
Ashikali & Groeneveld, 2015; Beckwith et al.,
2016; Buckingham & Goodall, 2015; Choi,
2011; Choi & Rainey, 2010; Cook & Glass,
2014; Conley, 2016; Eagly, 2007; LeanIn.org,
2020
Cultural models
Stakeholders need to be a part of an
inclusive culture that recognizes and
appreciates diversity.
Ely & Thomas, 2020; Glass & Cook, 2016;
Holmes, 2016; Longman et al., 2018

Summary
This study seeks to identify and analyze the KMO gaps between the current level of
performance and leadership of Black women mid-level FSOs and the desired performance and
leadership goals. This chapter presents a review of the literature on the underrepresentation of
Black women in leadership positions in the United States and the potential underlying causes and
barriers to inform this study. This review has outlined the historical and current contexts of race,
gender, and leadership in the United States and the concept of intersectionality, as well as labor
trends, paths to success, and strategies and best practices to increase leadership diversity.
The literature review informed the identification of the assumed KMO influences
specifically related to the achievement of the stakeholder goal. The knowledge influences
43

include conceptual knowledge regarding mentorship and sponsorship and metacognitive
knowledge regarding critical reflection, attitude, and stereotypical behavior. The motivation
influences include task value and self-efficacy. Finally, the organizational influences include
resources for targeted leadership development training, targeted policies and procedures that
support career growth, and a positive diversity climate. This chapter serves as a foundation for
the data collection and validation of these influences in Chapter Three.

44

Chapter Three: Methods
The purpose of this study was to examine the underrepresentation of Black women
foreign service officers (FSOs) in senior leadership positions within the DoS. Using gap analysis,
the study analyzed the root causes impacting the career advancement of mid-level Black women
FSOs, focusing on gaps in KMO factors. This chapter outlines the research design and
methodology, data collection and instrumentation, and data analysis.
The questions that guided this gap analysis were the following:
1. What are the knowledge, skills, and motivation of eligible mid-level Black women
foreign service officers (FSOs) and the organizational influences impacting their
advancement to senior leadership positions?
2. What are the recommended knowledge and skills, motivation, and organizational
solutions for Black women FSOs to advance to senior leadership positions?
Conceptual and Methodological Framework
The conceptual framework for this study was Clark and Estes’s (2008) KMO model, or
gap analysis. The purpose of the gap analysis is to improve organizational performance to attain
organizational goals, and it acknowledges the importance of bringing out the organization’s
members' different perceptions of problems and solutions to identify and address root causes
(Clark & Estes, 2008). Figure 1illustrates the gap analysis process. By measuring the KMO gaps
between the current level of performance and leadership of mid-level Black women FSOs and
the desired performance and leadership goals, a gap analysis can help better understand the root
causes and potential barriers to senior leadership positions they face.
The methodological framework is based on a mixed-methods sequential explanatory
approach. The study obtained quantitative data from a survey of purposefully selected mid-level
45

Black women FSO generalists and then, as a follow-up, explored those results in-depth via
document analysis and interviews with randomly selected participants from among the survey
respondents. In the study’s quantitative phase, the research questions focused on how KMO
factors influence mid-level Black women FSOs’ advancement to senior leadership positions. In
the qualitative phase, the document analysis and individual interviews explored in-depth the
results of the survey. In this phase, the research questions addressed what the factors found to
influence career advancement suggested about real or perceived barriers to accessing senior
leadership positions for mid-level Black women FSOs, and what recommended KMO solutions
can be derived.

46

Figure 1
Gap Analysis Process Flow Chart

Note. Adapted from Turning Research Into Results: A Guide to Selecting the Right Performance
Solutions. Clark, R. & Estes, F. (2008). Information Age Publishing.

Overview of Design
This chapter begins with a description of the participating stakeholders and continues
with an explanation of the methods used and sampling criteria for both the quantitative and
qualitative phases of the study. This study employed an explanatory sequential mixed-methods
research design approach using a survey, document analysis, and individual interviews for data
collection. Collecting both qualitative and quantitative data allowed for greater insights beyond
the limits of either approach in isolation and allowed for the triangulation of KMO factors,
thereby reducing bias and increasing validity (Creswell & Creswell, 2018). Of the three models
for mixed-methods research designs (Creswell, 1994), this study was most aligned with the
dominant/less dominant design regarding data. In such a design, one part of the study is more
47

substantial than the other: qualitative or quantitative. This study relied most heavily on rich
qualitative participant data supplemented by quantitative survey results.
The study began with a quantitative research phase to understand the experiences of mid-
level Black women FSOs and data analysis and application as the basis for enriching the
interviews (Merriam & Tisdell, 2016). The quantitative phase included document analysis and a
survey. Descriptive survey data collected using a Likert-type assessment were used to identify
factors the respondents perceived as affecting their advancement to senior leadership positions.
Qualitative data from document analysis and interviews provided more nuanced details about the
participants’ lived experiences and the leadership barriers they faced. Organizational documents
were analyzed to understand demographic promotion trends in the FS and what policies,
principles, and practices hinder or support mid-level Black women FSOs’ advancement to senior
leadership positions (Boslaugh, 2010; Bowen, 2009). Lastly, the individual interviews allowed
for deeper probing to better understand stakeholder attitudes, beliefs, desires, and experiences of
perceived barriers (Creswell & Creswell, 2018; Merriam & Tisdell, 2016; Patton, 2002). Table 5
presents the data sources.

48

Table 5
Data Sources
Research questions
Document
analysis
Survey Interviews
What are the knowledge, skills, and motivation of
eligible mid-level Black women Foreign Service
Officers (FSOs) and the organizational influences
impacting their advancement to positions of senior
leadership?

X X
What are the recommended knowledge and skills,
motivation, and organizational solutions for Black
women FSOs to advance to senior leadership
positions?

X X

49

Figure 2
Diagram of Research Framework Overview

Note: Adapted from Oddone, K. (n.d.). Creating Connections – Understanding Research
Terminology. Linking Learning. https://www.linkinglearning.com.au/creating-connections-
understanding-research-terminology/

Participating Stakeholders
The stakeholder group of focus for this study was mid-level Black women FSOs. As
such, a criterion purposeful sampling strategy was used to identify and select cases that were
“information rich” (Patton, 2002) and met the predetermined criterion of importance (Palinkas et
al., 2015). Participants were recruited via a call to FS affinity groups for Black FSOs. This study
sought to recruit 76 survey respondents, the rationale for which is covered in detail below. The
call to Black FSO affinity groups did not yield the desired number of respondents; thus, network
50

sampling was used to recruit additional respondents. Network sampling is a strategy where study
participants are asked to assist in identifying others who meet participation criteria (Merriam &
Tisdell, 2016). Eight survey respondents were selected to participate in the individual interviews,
in addition to nine interviewees selected through network sampling. The survey and interviews
were conducted in English.
Survey Sampling Criterion 1: Race and Gender
The focus of this study was on the factors that impact the career advancement of Black
women FSOs. Thus, race, gender, and employment status were key criteria. Eligible survey
respondents self-identified as in-service Black women FSOs.
Survey Sampling Criterion 2: Grade
To ensure adequate representation of the target stakeholder population, it was important
to stratify the sample based on FS grade. To be eligible for consideration for senior leadership
positions, one must be at grade FS 02 or FS 01. Eligible respondents were, therefore, Black
women FSO generalists at the mid-level in grades FS-02 and FS-01.
Survey Sampling (Recruitment) Strategy and Rationale
The quantitative survey data in this study allowed for inferences to be made about mid-
level Black women FSOs’ perceptions of KMO factors that influence their career advancement.
The survey was the first step in the data collection process and employed a purposeful sampling
strategy as it was not possible to survey the entire stakeholder population within the constraints
of this study. The survey was sent via e-mail and WhatsApp to Black FSO affinity groups with a
three-week window for completion. In determining the desired sample size, consideration was
given to the fact that the total number of FSO generalists who are Black women at the FS02 and
FS01 levels is 86 (DoS, 2020, 2022). To obtain 95% confidence at a 5% margin of error, the
51

desired sample size would be 72 (Pazzaglia et al., 2016). In addition, based on the most recent
GAO DEIA survey administered to DoS affinity groups having a strong 95% response rate
(GAO, 2022), this study anticipated a nonresponse rate of 5% resulting in a final desired sample
size of 76 (Pazzaglia et al., 2016). The participant criteria were used to determine eligibility and
to stratify the sample. However, due to the time of year and relatively short timeframe of the
survey, the desired sample size was not met.
Interview Sampling Criterion 1. Race and Gender
The focus of this study was on the factors that impact the career advancement of Black
women FSOs. Thus, race, gender, and employment status were key criteria. Individuals who
were eligible to participate self-identified as in-service Black women FSOs.
Interview Sampling Criterion 2. Grade
To ensure adequate representation of the target stakeholder population, it was important
to stratify the sample based on FS grade. To be eligible for consideration for senior leadership
positions, one must be at grade FS 02 or FS 01. Eligible interview and focus group participants
were, therefore, Black women FSO generalists at the mid-level in grades FS-02 and FS-01.
Interview (Recruitment) Strategy and Rationale
The individual interviews took place after the survey results were collected. Research
shows that drawing on the same sample for each phase of a mixed-methods study contributes to
validity and maximizes the importance of one phase explaining the other (Creswell, 1994;
Creswell & Creswell, 2018; Palinkas et al., 2015; Patton, 2002). As such, a subset of eight
survey respondents was randomly selected from those who indicated an interest and willingness
to participate in individual interviews.
52

Patton (2002) noted that qualitative sample size is best determined by the time allotted,
resources available, and study objectives. Due to the exploratory and time-consuming nature of
mixed method studies and given the focus of this study, 10 to 15 individual interviews were
deemed sufficient to address the research question, ensure study feasibility, and reach rich-
information saturation–the point where no new information emerges (Creswell & Creswell,
2018; Merriam & Tisdell, 2016). The interviews were semi-structured. This format was preferred
because it provided structure and allowed room for new developments, both key to the inductive
process of qualitative research (Groenewald, 2004). Additionally, phenomenological interview
design is used in qualitative research to describe, understand, and interpret a particular
phenomenon (Merriam, 2013). In this study, it was important to inductively understand the lived
experiences of the participants and the meaning they attribute to these experiences to understand
the phenomenon of perceived barriers that influence their career advancement. Thus, a
qualitative phenomenological inquiry design was used.
The interviews took place virtually on Zoom, Microsoft Teams, and WhatsApp video
conference platforms and lasted between sixty and 120 minutes. A virtual medium was selected
for convenience and to ensure study feasibility due to the likelihood of participants needing to
join from different locations around the world.
Data Collection and Instrumentation
The mixed-methods research approach was selected to allow for greater insights beyond
the limits of either approach in isolation and allow for the triangulation of KMO factors, thereby
reducing bias and increasing validity (Creswell & Creswell, 2018). The data collection methods
chosen for this study include a survey, document analysis, and individual interviews. The
quantitative survey was chosen to quickly obtain information from a larger portion of the
53

stakeholder group on how KMO factors influence career advancement. Survey results were
analyzed and built upon through document analysis and individual qualitative interviews. Semi-
structured interviews were chosen because they are more conducive to the inductive process
(Patton, 2002). Surveys were administered via e-mail, and the individual interviews took place
on digital video conferencing platforms.
Surveys
Before conducting the study, approval from the institutional review board (IRB) and DoS
was sought. Once approval was granted, the first phase of data collection began. Before sending
the recruitment call, an e-mail was sent to the Black FSO affinity group leaders to explain the
purpose and potential value of the survey (Pazzaglia et al., 2016; Appendix A). The recruitment
call was then sent via e-mail and WhatsApp to Black FSO affinity group members with a link to
the survey and particulars about the study and confidentiality. To provide for greater data
security, the survey was hosted on the Qualtrics platform.
The survey was administered during the winter of 2022 over a 3-week period at the end
of the FS fall transfer season and after the beginning of the FS fiscal year. A reminder was sent
via e-mail and WhatsApp 5 days before the survey closed.
The survey included 21 items and took approximately 15 to 20 minutes to complete. Six
questions were related to non-identifiable demographic data, and the remaining core 14 questions
collected data on the KMO factors perceived to influence the advancement of mid-level Black
women FSOs to senior leadership positions. Several measures were taken to ensure the survey
questions elicited the desired information to answer the research questions (validity) and that the
questions would elicit similar information if administered again (reliability; Robinson & Firth
Leonard, 2019). First, several of the questions were adapted from the GAO 2022 DEIA survey
54

because, as is a survey method best practice, it was administered to a population similar to the
target stakeholders (Irwin & Stafford, 2016); The remaining questions were developed
specifically for this study for an initial total of 35 questions. Second, the 35 initial questions were
pre-tested on three same stakeholder types who are not a part of the participant population to
identify, correct and ensure that the survey language and terminology are appropriate to the
target population and to improve clarity and relevance. After reviewing the data from the pretest,
21 of the 35 questions were selected to be included in the final survey. Appendix E presents the
survey protocol.
Interviews
I conducted 14 semi-structured individual interviews virtually via Zoom, Microsoft
Teams, and WhatsApp video conference platforms and lasted between 45 and 150 minutes. A
virtual medium was selected for convenience and to ensure study feasibility due to the likelihood
of participants needing to join from different locations around the world. Semi-structured
interviews were the preferred format because they give novice researchers more structure than
open-ended interviews but also utilize probes that still allow for following conversation threads
and gathering rich information (Burkholder et al., 2019). Moreover, I had already gained a
general understanding of a range of perspectives on the research questions from the survey data,
thereby making the semi-structured interview format a better choice for phenomenological
inquiry and homing in on the most salient topics (Bogdan & Biklen, 2007).
Qualitative interviewing demands a focus on attentive listening and engaging with
interviewees (Burkholder et al., 2020; Patton, 2002). To ensure deep focus during the interview,
I recorded the audio using a password-protected cell phone app and took strategic and intentional
handwritten notes predominantly on gestures and non-verbal cues and wrote memos consisting
55

of personal notes to self about observations, thoughts, feelings, and impressions about the
interview (Bogdan & Biklen, 2007; Burkholder et al., 2019). Permission was requested in
advance to record the interview audio to ensure the accuracy of data collection. A computer-
aided audio transcription service was used to transcribe all interviews, favoring the facilitation of
analysis later (Weiss, 1994). Video was not recorded to help alleviate potential hesitation due to
fear of a visual record of participant answers and to help maintain anonymity (Weiss, 1994). All
notes, audio recordings, and transcripts are confidential and stored electronically in a password-
protected drive. The interviewees received no compensation or incentives.
Research (Weiss, 1994) deems that at least 30 minutes should be allotted for a rich
interview. In line with common practice, I conducted one 60 to 120-minute individual interview
for each of the 14 participants. The interview protocol consisted of 18 semi-structured questions
derived from theoretical and content-specific literature on assumed KMO influences and six
demographic questions. To strengthen the integrity of the research and minimize risks to
participants, after developing the interview questions, I conducted two informal mock interviews
with the same stakeholder types who are not a part of the participant population to review the
questions for clarity and relevance to the study. Merriam and Tisdell (2016) and Weiss (1994)
identified the mock interview as a valuable tool for ensuring the clarity of questions and probes,
alleviating bias and ambiguity, and increasing instrument reliability and validity. The feedback
received helped to determine whether participant experiences aligned with concepts noted in the
literature review and to fine-tune the wording and order of the interview questions. It also helped
to determine interview duration and to improve interview administration fluency. Changes to
questions and probes were made based on the feedback received.
56

At the start of the interview, I asked participants if they had any questions about the
interview protocol or study information sheet and reminded them that they could withdraw from
the study at any time. I explained the purpose of the study and the importance of honest, candid
responses. To ensure the credibility of the results, the 22 interview questions were asked in the
same order to each participant. Eighteen semi-structured questions focused on participants’
perceptions of the KMO factors’ influence on their career advancement. The questions were
broken into thematic sections focusing on each of the KMO influences. In alignment with best
practices, one icebreaker question was asked at the top of the interview to set the tone for open,
detailed responses, and the interview closed with three demographic questions. (Weiss, 1994).
Appendix G presents the survey protocol.
Documents and Artifacts
Document analysis as a research method involves analyzing various types of documents
and materials, including visuals (Morgan, 2021). I collected organizational documents and
artifacts related to DoS demographics and diversity, equity, and inclusion (DEI) data and
policies. Data were collected via DoS and U.S. government public-facing websites, published
reports, and internal reports. Document and artifact analysis data were also used for triangulation
with interview and survey data to develop a deeper understanding of the research questions and
help minimize concerns of biases (Bowen, 2009; Morgan, 2021). This analysis also helped
ensure the stability of the data in light of potential researcher influence during interviews or
distrust or fatigue interviewees may have felt regarding DEI data collection (Bowen, 2009).
The collection of organizational documents and artifacts related to DoS demographics
and DEI data and policies began concurrently with survey administration. Organizational
documents and artifacts were collected via DoS and U.S. government public-facing websites,
57

published reports, and internal reports. Merriam and Tisdell (2016) noted that fewer ethics
concerns are raised when documents are public. However, they also note the utility of including
internal documents to understand organizational culture when relevant and with the requisite
permissions.
Data Analysis
This study includes qualitative and quantitative analysis of survey and interview data
using descriptive statistics. Interview data were generated through transcription of keywords and
thematic coding. Survey data were collected from 17 respondents and interview data from 14
study participants. Documents were analyzed for knowledge and organizational influences and
triangulated with survey and interview data. Document analysis was both quantitative and
qualitative. The quantitative document analysis was conducted at the descriptive level, focusing
on organizing and describing data characteristics (Morgan, 2014; Salkind, 2014). The qualitative
document analysis was inferential, exploring the implicit meanings of data concerned with the
interpretation of experiences and worldviews (Merriam & Tisdell, 2016).
Credibility and Trustworthiness
Credibility or internal validity refers to how much study findings reflect reality (Merriam
& Tisdell, 2016). And the trustworthiness of data, or its credibility, is inseparable from the
trustworthiness of the data collector (Patton, 2002). Four primary strategies were used to increase
the credibility and trustworthiness of study data and findings: member checking, expert review,
triangulation, and researcher reflexivity, according to Merriam and Tisdell (2016). First, survey
and interview questions were member-checked through informal cognitive interviews and mock
interviews before finalizing the instruments. Additionally, the study benefitted from regular
expert reviews of data collection methods and analysis by the dissertation committee throughout
58

the research process. Such reviews helped ensure confirmability – or verification that the data
presented are consistent with and true to participant narratives, diminishing potential researcher
bias (Merriam & Tisdell, 2016).
Third, the study triangulated data from the survey, interviews, and documents and used
the literature to find common themes and categories and eliminate overlapping areas, thereby
increasing credibility (Merriam & Tisdell, 2016). Triangulation calls for using multiple methods
and data sources to confirm findings and avoid single-source and single-method bias (Creswell
& Creswell, 2018). Lastly, to ensure trustworthiness, I carried out the study in an ethical,
transparent manner, including protecting participant confidentiality, reviewing informed consent
with participants for clarity, and clearly explaining the purpose of the study, methods, data
access, and ownership. Throughout the research design and data collection, I engaged in self-
reflection regarding held biases, assumptions, perspectives, and worldviews in a reflective
journal. Journaling also allowed further reflection on my positionality as an insider in the
organization, especially that of being a member of the target stakeholder group. As Merriam and
Tisdell (2016) noted, power dynamics are never absent. I was attentive to this throughout the
research process, particularly during interviews where memos were used to reflect on and
interrogate my initial reactions and impressions about participant experiences.
Validity and Reliability
In qualitative interviews, the researcher is the primary instrument used to conduct in-
depth, semi-structured interviews and document analysis. Reliability, the extent to which there is
consistency in the findings, is increased when standards for data collection are established
(McMillan & Schumacher, 2010). The survey and interview protocols each included an identical
set of questions for every participant in the study. This standardization provided consistency in
59

structure and allowed for quality review and future replication of the research (Patton, 2002). In
addition, reviewing interview transcripts for mistakes also increases data reliability (Merriam &
Tisdell, 2016).
Validity ensures that the study accurately measures what was intended (Salkind, 2014). It
also ensures that the findings derived from the instruments are true (Merriam & Tisdell, 2016).
Various strategies were used to ensure the data were valid. During the study design phase, I used
KMO influence crosswalk matrices to align survey and interview questions with the research
questions and conceptual framework (Appendices D and F); this alignment strengthens validity.
Another strategy that was used to increase study validity was to use the same sample across
study phases (Salkind, 2014), and this was accomplished by recruiting a subset of the survey
respondents to participate in the individual interviews. And finally, in reporting the findings,
rich, thick descriptions were used to improve external validity or transferability by providing
detailed descriptions and presenting many perspectives (Merriam & Tisdell, 2016).
Response bias is the degree to which nonrespondents’ responses would have impacted
findings (Merriam & Tisdell, 2016). This study addressed response bias in several ways. First,
the study sought to increase respondent outcomes by sending an e-mail to the Black FSO affinity
groups enlisting their support for survey recruitment before administering the survey. Second, I
implemented measures to increase the likelihood of the availability and accessibility of
respondents, such as using my insider status to bypass unknown source distrust, selecting a target
stakeholder group that has access to e-mail and checks it regularly, and adapting questions from
a pre-existing survey that had an already proven 5% nonresponse rate (Fowler, 2014). Other
measures taken include were the survey short, with clear and simple terminology, and sending a
reminder 5 days before survey closure (Fowler, 2014).
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Ethics
This study sought to do no harm and to be guided by relational ethics (Maxwell, 2013).
Permission was obtained from the DoS Office of Legal Counsel to conduct interviews with
Black female FSOs. As a mid-level FSO within the DoS, to eliminate the potential for problems
of power dynamics and coercion, no interviewees were in my formal or informal chain of
command. Each participant was required to read the study information sheet (Appendix C)
provided virtually before the interviews. In addition, I verbally went over the voluntary nature of
the study and confidentiality measures before the interviews. Participant contributions are
anonymous and confidential unless they elected otherwise in writing, and permission to record
interview audio was noted in the interview protocol (Appendix G) and requested again verbally
before recording at the beginning of the interview. Every effort was made to protect the notes,
memos, journals, and audio recordings collected. Paper copies of research artifacts were stored in
a locked safe which is accessible only to me. Electronic records were stored on a password-
protected computer or on third-party servers utilizing two-factor authentication and encryption to
protect the data.
To protect participants’ identities, during the interviews, each participant was addressed
by a self-selected pseudonym. Additionally, I took precautions to protect participants’ anonymity
and identity by purposefully excluding their names, position titles, and all other identifiable data
that could associate them with responses in transcripts and audio recordings. Moreover, to ensure
the confidentiality of data, all interview audio, transcripts, and documents were stored
electronically in a password-protected file. After the required timeframe, all information used in
conducting the study will be destroyed. The risk to participants was limited to low-level
psychological stress during interviews or survey data collection.
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Role of Investigator
My understanding of this problem is influenced by my identity as a Black woman and my
position in the DoS as a mid-level FSO. I have served in the FS for 12 years in six different
posts, and in three of these posts, I served as a member of the senior leadership team. I am also a
wife and mother. A single mother raised my two siblings and me in lower-income Black
neighborhoods in the southeast, yet I have a BA from a predominately White, private liberal arts
college in the northeast, an EdM from Harvard University, and am now a member of the upper-
middle class. The intersectionality of my multiple identities has allowed me to build coalitions
across racial, gender, and socioeconomic lines, making me more humble, empathic, and open-
minded. It has also sharpened my self-awareness which will help me to identify and reduce the
influence of any assumptions and biases I may bring to the study.
I recognize that the intersectionality of my race and gender and my being a member of
the target stakeholder group could influence participant participation and responses by
engendering a more comfortable atmosphere for sharing more freely (Patton, 2002). The
implications for data collection included my inclusion or exclusion of interview details from
analysis based on my judgment of the importance of the study, which could be influenced by my
positionality (Creswell & Creswell, 2018; Merriam & Tisdell, 2016). I mitigated these influences
by using the strategies listed in the previous two sections and by making notes to myself about
any biases or preconceived notions I may have brought to the data. I used bracketing, a process
of setting aside personal experiences, biases, preconceived notions, knowledge of previous
research findings, and theories about the research topic, to ensure the views of participants were
captured and not misconstrued (Merriam & Tisdell, 2016).
62

In conducting this study, I assumed mid-level Black women FSOs want to assume
positions of greater leadership, experience challenges accessing senior leadership positions, and
would answer questions in both surveys and interviews honestly and accurately. I also assumed
that current and future mid-level Black women FSOs would benefit from research on the barriers
Black women FSOs may face while pursuing advancement to senior-level positions within the
FS.
There are also inherent biases I remained mindful of throughout the research process.
These biases were that I am a member of the target stakeholder group and have 12 years of
experience within the organization domestically and overseas.
Limitations and Delimitations
There were anticipated limitations and delimitations to this study. Limitations are the
factors not in the researcher’s realm of control (Creswell & Creswell, 2018). Limitations of this
study were that the study was dependent on the respondents’ truthfulness and was conducted at
the beginning of a new fiscal year and during the winter holiday season when many officers
either had just transitioned to a new assignment, were beginning to build budget requests and
Department strategies for the new fiscal year or were focused on end-of-year annual leave. While
this was a good time for FSO availability, circumstances are such that they may have been
experiencing cognitive overload during this period or were distracted by holiday plans. Lastly,
the study’s data collection and analysis timeline was relatively short.
Delimitations are the decisions the researcher makes that may have implications for the
study (Creswell & Creswell, 2018). As the principal instrument collecting data in the study, I
sought to analyze the data without bias. However, the delimitations that may have affected this
study include that data from the qualitative and quantitative phases were collected sequentially.
63

Also, data were only collected from mid-level Black women FSOs. The data did not include DoS
administrators or entry-level or senior-level Black women FSOs. Lastly, the criteria used to
select interviewees and documents for research, as well as the scope and number of questions
included in the surveys and interviews.
Summary
This chapter provided a detailed explanation of the research questions that guided this
study and a description of participants, including criteria for inclusion. Data collection methods
and measures to ensure credibility, trustworthiness, validity, reliability, and ethical practice were
also provided. Chapter Four will present the findings from the current study.
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Chapter Four: Results and Findings
The purpose of this study is to examine the underrepresentation of Black women FSOs in
senior leadership positions at the DoS. Using gap analysis, the study analyzed the root causes
impacting the career advancement of mid-level Black women FSOs, focusing on gaps in KMO
factors. This chapter presents the results and findings aligned to the study questions, organized
into the knowledge-based, motivational, and organizational influences developed in Chapter
Two.
This study used a mixed-methods sequential exploratory approach consisting of
document analysis and surveys followed by interviews. Data were collected to understand the
KMO influences affecting mid-level Black women FSOs’ career advancement to senior
leadership positions. To support the validity and maximize the importance of one phase
explaining the other, each influence was first observed simultaneously through survey responses
and data analysis, followed by interviews drawn from survey respondents and respondent
referrals. No observations were conducted for this study. Data were collected over a period of
four weeks. The chapter concludes with a summary of the validated KMO influences and the
discovered assets used to generate recommendations and an implementation and evaluation plan
in Chapter Five. The question that guided data collection and will frame this chapter asks, what
are the knowledge, skills, and motivation of eligible mid-level Black women FSOs and the
organizational influences impacting their advancement to positions of senior leadership? The
second guiding question will be addressed in Chapter Five: What are the recommended KMO
solutions for Black women FSOs to advance to senior leadership positions?

65

Participating Stakeholders
The stakeholder group of focus for this study was mid-level Black women FSOs at the
FS01 and FS02 levels. The total eligible population is 86 mid-level Black women FSOs.
Quantitative data were collected through a survey shared with an undetermined number of
eligible stakeholders. Twenty-seven respondents took the survey, and 17 completed it for a
20.4% response rate. Out of these respondents, eight volunteered for a follow-up interview, and
they collectively referred nine additional volunteer interviewees. Fourteen volunteer interviewees
were accepted. Interviews lasted between 45 minutes and 2.5 hours, for a total of 18 hours and
43 minutes.
Since interviews were voluntary and interviewees self-identified, I was not able to select
interviews based on a balanced representation of grade level and cone or specialty. However, the
final interview sample of 14 was relatively reflective of the make-up of FS generalists per the
most recent publicly available data produced by the DoS, as shown in Tables 2 and 3. Both
tables compare the survey respondents and interviewees by grade level and cone with the
demography of the entire eligible FSO stakeholder population. Tables 6 and 7 present years of
service and level of education of the survey respondent and interview participant populations
only; disaggregated data by demographic was not available. Table 8 provides interviewees’
pseudonyms and demographic data.

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Table 6
Comparison of Total Stakeholder Population, Survey Respondents, and Interviewees by Grade
Grade Black women FSOs
Total stakeholder population (n = 86)
Survey respondents
(n = 17)
Interviewees
(n = 14)
FS-01 35 (41%) 6 (35%) 5 (36%)
FS-02 51 (59%) 11 (65%) 9 (64%)

Note. Total # of FS-01 and FS-02 officers, n = 3,054. Black women make up 2.71%.

Table 7
Comparison of Total Stakeholder Population, Survey Respondents, and Interviewees by Cone
Cone Black women FSOs
Total stakeholder population
(n = 86)
Survey
respondents
(n = 17)
Interviewees
(n = 14)
Public
diplomacy
33 (38%) 9 (53%) 10 (72%)
Cone Black women FSOs
Total stakeholder population
(n = 86)
Survey
respondents
(n = 17)
Interview
participants
(n = 14)
Management 12 (14%) 2 (12%) 0
Economic 7 (8%) 2 (12%) 2 (14%)
Consular 6 (7%) 2 (12%) 1 (7%)

Note. Total # of FS-01 and FS-02 officers, n = 3,054. Black women make up 2.71%.
a
Black women FS-01, n = 35 and FS-02, n = 51
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Table 8
Survey Respondents and Interviewees by Years of Service
Years of service Survey respondents
(n = 17)
Interviewees
(n = 14)
Avg. years of service 19 16
Range of years of service 15–25 9–20

Table 6 shows that of the 17 survey respondents, six (35%) were at the FS-01 level, and
11 (65%) were at the more junior FS-02 level. Of the 14 interviewees, five (36%) were at the FS-
01 level, and nine (64%) were at the more junior FS-02 level. As outlined in Table 6, the largest
cone or specialty represented by both survey respondents (53%) and interviewees (10%) was
public diplomacy. All five cones were represented among survey respondents: public diplomacy,
consular, management, political, and economics. However, interviewees represented only four
cones.
The years of experience for the survey respondents ranged from 15 to 25 years, and that
of the interviewees ranged from nine to 20 years (Table 7). Regarding education levels, Table 9
shows that both survey respondents (88%) and interviewees (85%) have earned a master’s
degree or higher. Throughout the analysis of the interview data for the KMO influences,
interviewees are identified using pseudonyms selected by the participants. Pseudonyms and
participant demographic data are detailed in Table 10.

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Table 9
Survey Respondents and Interviewees by Education
Degree Survey respondents (n = 17) Interviewees
(n = 14)
BA 3 (18%) 2 (14%)
MA 14 (82%) 10 (71%)
JD 0 1 (7%)
PhD 1 (6%) 1 (7%)

Table 10
Interview Participant Pseudonyms and Demographic Data
Interviewees Grade Cone
Education
completed
Years in
service
Rangel/Picker
ing fellow
Beyoncé FS-02 PD MA 14 Y
Eva FS-02 PD BA 14 N
Jasmine FS-01 PD MA 20 Y
Lauren FS-02 POL MA 20 Y
Lisa FS-02 ECON MA 15 Y
Michelle FS-02 PD MA 9 Y
Rebecca FS-02 PD MA 15 Y
Rose FS-02 ECON JD 13 N
Sasha FS-01 PD MA 20 Y
Summer FS-02 PD MA 14 Y
Susan FS-01 PD MA 20 N
Virginia FS-01 CONS BA 17 N
Yvonne FS-01 PD PhD 18 N
Zora FS-02 PD MA 17 Y

Note. All names are pseudonyms self-selected by participants to protect confidentiality. PD =
public diplomacy, CONS = consular, MGT = management, POL = political, and ECOM =
economics.

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Determination of Assets and Needs
This study employed an exploratory sequential mixed methodology to gather and analyze
data to explore the research questions and determine the validity of the assumed influences.
Document analysis and a survey were used as initial measures to gather information about the
factors that influence stakeholder career advancement to senior leadership positions. Interviews
were then used to flesh out those factors and reveal deeper nuances. Survey and interview data
were arranged by KMO influences, and responses were analyzed both in the aggregate and
disaggregated to investigate any significant disparities.
Interview and document analysis saturation were determined to have been reached when no new
information was being discovered.
During data analysis, criteria had to be applied to determine whether an influence was an
asset or a need. A high threshold was applied in light of the small sample size for both survey
and interview results. For multiple-choice survey questions, an 85% threshold was applied. An
influence was considered a need if it did not meet the 85% threshold. For open-ended survey
questions and interviews, responses were analyzed for keywords and concepts. An 85%
threshold was also applied for interview questions, and an influence was considered a need if it
did not meet the 85% threshold. Using data triangulation, based on instrument weighting
explained below, combined scores that did not meet the 85% threshold were considered needs,
and those that did not were considered assets.
The summary of validated needs section of this chapter outlines whether each assumed
influence is a need or an asset. Given the rich nature and thick description of interview responses
(Creswell & Creswell, 2018), interview data will be weighted at 60%. Survey data will be
70

weighted at 40%, given the lower response rate, and document analysis will be weighted at 10%
due to the nature of limited targeted responses to assumed influences.
Results and Findings for Knowledge Causes
This section reports on the survey results and the interview findings, and document
analysis related to Knowledge Causes. The data presented is organized by assumed influences
categorized by influence type as identified in the conceptual framework and literature.
Factual Knowledge Influence: Stakeholders Need to Know the Requirements for
Promotion to Senior Levels Within the Foreign Service
The paragraphs below discuss results from the survey, interviews, and document analysis
related to factual knowledge about promotion requirements.
Survey Results
With a few exceptions, survey respondents were unable to identify the requirements for
promotion to Senior FS. In the survey, respondents were presented with six potential promotion
requirements and were instructed to select all that applied. Of the six options, three were correct,
and three were incorrect. Seventy-five percent of respondents selected incorrect requirements,
which suggests a gap in factual knowledge of promotion requirements to enter the Senior FS.
The data also indicates that only a small percentage of respondents know a limited number of
requirements, as reflected in 37% of respondents selecting at least two correct responses in
addition to incorrect responses.
Together, these data points reveal a lack of clarity on promotion requirements for Senior
FS. These results are further supported by additional survey data that show 88% of respondents
either disagree or strongly disagree that the process for promotion to Senior FS is transparent
(Figure 3).
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Analysis of the two questions for this assumed knowledge influence found that
respondents do not know the requirements for promotion to senior levels within the FS. The
survey results do not meet the 85% threshold, indicating this influence is a need.

Figure 3
Stakeholder Response to Survey Q2: The Process for Promotion to Senior Foreign Service is
Transparent

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Interview Findings
Over 90% of participants were unable to correctly identify the requirements for
promotion to Senior FS and exhibited gaps in their knowledge in this area. Table 11 lists the
descriptive codes used in this determination. Ninety-three percent of interviewees included
incorrect information in their responses when asked to list the requirements for promotion to
Senior FS, and 35% responded that they did not know the requirements. For example, Eva
responded, “You got me there. Certainly, a good question.” Rose erroneously stated, “A good
sponsor, I guess, is what I would tell you.” However, several interviewees did exhibit recognition
that at their level, they should know the requirements or know where to find information on
promotion requirements. Summer stated, “I would say not to quote me because I don’t know. But
from what I gather, and I really should know. I really should know because Senior FS is next. So,
I need to know these things.” Rebecca explained,
I would say to go read the document, the leadership pathway, … and it tells you what’s
required in order to receive promotion into the Senior FS, in order to be fully prepared.
There’s a document. … I haven’t looked into it because I’m not an FS-01 yet, so I
haven’t really thought about it.

Table 11
Requirements for Promotion Descriptive Codes by Participant Response Rates
Descriptive codes Participant response rate
I don’t know 35%
I should know 20%
I don’t need to know yet 23%
I can tell you where to find them 15%
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The interview data analysis corroborates the survey findings. In several cases, the data
suggests participant awareness of their knowledge gap and reliance on knowledge of where to
find information on the requirements instead of knowledge of the requirements themselves. No
significant trends or differences in factual knowledge were observed across grades, cones,
education levels, or years in service.
Analysis of the three interview questions revealed that participants do not know the
requirements for promotion to the Senior FS. The interview findings do not meet the 85%
threshold and indicate the influence is a need.
Document Analysis
Document analysis revealed that the onus is on stakeholders to seek out information on
the requirements for promotion to the Senior FS and to self-monitor their progress toward those
requirements. The analysis consisted of a review of recent internal promotion documents and the
publicly available Foreign Affairs Manual (a binding document in which DoS administrative
procedures, rules, and regulations are outlined). According to the analysis, DoS neither requires
FSOs to demonstrate their knowledge of promotion requirements nor are FSOs required to create
or get approval for a plan to achieve said requirements. Only once an FSO at the FS-01 level is
ready to open their window (an internal term used to refer to the process of indicating one’s
readiness for review for promotion to the Senior FS) are they required to seek verification and
approval of completion of all eligibility requirements for promotion before they will be
considered. Yet Senior Foreign Service promotion board recommendations from 2021 and 2022
implore FSOs to not only start early to ensure they meet the minimum eligibility requirements
but also to exceed those requirements to be competitive.
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This analysis supports the interview and survey findings by pointing out that FSOs are
not obliged to know the requirements for promotion to Senior FS before presenting themselves
for promotion consideration. However, not understanding these requirements before seeking
promotion could negatively impact FSOs’ ability to be competitive. The aggregate document
analysis for this influence indicates this influence is a need.
Summary
In the case of factual knowledge, aggregate data analysis of the assumed influence did
not meet the threshold. The weighted analysis of the triangulated sources affirms this is a need.
Conceptual Knowledge: Influence Stakeholders Need to Differentiate Between the
Concepts of What Constitutes a Mentor and a Sponsor
The section discusses results from the survey, interviews, and document analysis related
to conceptual knowledge about promotion requirements.
Survey Results
According to the survey, 71% of respondents correctly identified the differences between
mentors and sponsors (see Table 12). Respondents were asked to respond to one multiple-choice
question to select the best definition of a mentor and a sponsor from a list. While the majority of
respondents selected the accurate response showing key conceptual knowledge, the follow-up
interview sought to flesh out to what degree stakeholders put this knowledge into practice via
mentor and sponsorship relationships to advance their careers.

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Table 12
Definition of Mentor and Sponsor Survey Response Data
Survey question Response
percentage
A. A mentor gives you advice, and a sponsor uses their position to help your
career.
4 (23%)
B. A mentor is a friend who gives you professional advice, and a sponsor is a
supervisor who gives you advice and support.
0
C. A mentor is a more experienced person who gives you help and advice on
decision-making and career choices, and a sponsor is a more senior-level
person who actively uses their power and position to help you advance your
career or other goals.
12 (71%)
D. Mentors and sponsors are the same, they both give you advice and support
your career goals.
1 (6%)

Note: Correct response is Option C.

Analysis of the survey question for this assumed influence revealed that while most
respondents can differentiate between the concepts of mentor and sponsor, the survey results did
not meet the 85% threshold, indicating this influence is a need.
Interview Findings
Eighty-seven percent of participants could differentiate between the concepts of what
constitutes a mentor and a sponsor. When asked during the interview to define what a mentor is
and what a sponsor is, all participants defined both concepts consistent with the literature. Tables
13 and 14 identify the key phrases used by participants to define mentors and sponsors.
Providing career advice and guidance were key themes throughout. Zora said, “A mentor gives
you career advice,” and Lauren added that a mentor “also shares their story as a way to help you
learn from their mistakes and successes.” Virginia went deeper to say that a mentor is someone
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that you trust and who has a quality about them that you aspire to. … What made my best
mentor a good mentor to me was not just her accomplishments, but I watched how she
cared for people. She was genuine and honest. And she would also call you on your BS.
Rose defined a sponsor as “someone who puts their stamp on you and proactively sends
opportunities your way.” Rebecca expressed a similar sentiment when she described a sponsor as
“somebody who can open doors, who has the ability, and the gravitas in the organization, to open
doors and get things done for you.”

Table 13
Interview Participant Mentor Descriptions
Descriptive phrase Participant
Gives advice Zora
Gives honest feedback Sasha
Is successful in an area you aspire to be Lisa
Is trustworthy Virginia
Shares their experiences as examples Lauren

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Table 14
Interview Participant Sponsor Descriptions
Descriptive phrase Participant
Has gravitas and influence Rebecca
Is a decision-maker or has the ear of key decision-makers Michelle
Advocates for you in your absence Yvonne
Uses their name and reputation to support you Summer

Participant responses not only showed that they could define and differentiate between
the two concepts but also showed that they had a clear understanding of the nuances in types of
mentor and sponsor relationships and when to draw on each one. For example, Beyoncé
described a mentor as someone who
helps you navigate issues you are dealing with in the office, such as whether to send a
particular email or where to go to get this information or these resources. But then you
also have development mentors that help you navigate and help review your evaluations
and give you professional advice on what jobs to take, and what to do, and how to best
craft things.
When describing distinct types of mentors, participants also referred to situational
mentors, which are not long-term mentoring relationships but instead involve engaging with a
mentor for a short period of time to solve a specific issue. Jazmine explained how a mentor does
not have to be of a higher rank but rather someone with expertise in the situation one is facing.
She explained that after being acting deputy chief of mission for a year, she returned to her
section to find “a toxic work environment and people quitting,” so she “met regularly with the
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management counselor,” who is her peer, to talk through available resources and how she could
address the problem.
Interview data confirms that 87% of participants have the knowledge to differentiate
between the two concepts and therefore supports the survey data. The assumed influence,
therefore, surpasses the 70% threshold and is an asset. However, it is important to note that the
data also revealed that 68% of participants have not found success in formal mentorship
programs, citing the need for an established relationship as a precursor to effective mentorship.
Of equal importance, 80% of participants have never had strong, proactive sponsors and
expressed frustration at their inability to develop such relationships to the same degree as their
“White male counterparts.” Limited to no exposure or opportunities to engage with those in
positions of power was cited as the most common reason for this. Both findings are consistent
with the literature concerning the challenges aspiring Black women face in building effective
mentor and sponsor relationships.
Analysis of the two interview questions for this conceptual knowledge influence found
that participants can differentiate between the concepts of mentor and sponsor. The interview
findings surpass the 85% threshold, indicating the influence is an asset.
Document Analysis
Analysis of DoS internal documents defining and recruiting for mentorship programs use
terminology consistent with the literature and descriptions provided by interviewees and suggest
a coherent organizational understanding and usage of the term mentor. DoS’s flagship FS
mentorship program, iMentor, is open to all FS employees. The iMentor program includes four
sub-programs: a group mentoring program for new hires, a program for officers serving their
first domestic tour, situational mentoring, and most recently, the FS-01 Leadership program
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launched in Oct. 2022. This program has as its objective to prepare the next generation of leaders
by providing mentoring resources to FS-01 employees, particularly to those interested in
competing for a position in the senior ranks, strengthening leadership and adaptive capacity, and
fueling professional growth.
While no documentation was found regarding similar broad-spectrum official DoS
sponsorship programs, in October 2022, the DoS launched the DEIA Sponsorship Program
specifically geared toward “identifying and equipping current Department leaders who want to
be effective DEIA leaders and help them to diversify their networks and provide them with
DEIA best practices.” Criteria for inclusion are very specific, and one must apply and be selected
to participate. Mentee selection is based on applicants’ “demonstrated track record of advancing
DEIA and professional potential,” and sponsors are selected based on “a statement of interest
and experience mentoring.” Only two interviewees mentioned awareness and/or participation in
the DoS’s iMentor program, and one participant applied and was accepted into the DEIA
Champions program. A small number of participants also mentioned participating in mentor
programs organized at their embassies or regional bureaus overseas. Although participation in
formal DoS programs was not widespread among participants, document analysis supports the
survey and interview findings.
All the documents analyzed to evaluate this assumed influence defined mentors and
sponsors consistent with the literature. The document analysis for this influence suggests it is an
asset.
Summary
In the case of conceptual knowledge, survey data did not meet the 85% threshold, thus
indicating a need. However, both interview and data analysis aggregate data analysis found the
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assumed influence to surpass the threshold. The weighted analysis of the triangulated sources
indicates the influence is, therefore, an asset.
Metacognitive Knowledge
Metacognitive knowledge refers to knowledge about one’s own thinking, thinking
processes, and one’s own regulation of thinking. Mid-level Black women FSOs need to
metacognitively reflect on their self-awareness, interpersonal skills, attitude, and behavior and
how that impacts their ability to lead. This section reviews the survey and interview findings
related to stakeholder-reported metacognitive knowledge.
Influence 1: Stakeholders Need to Reflect on Their Self-Awareness and Interpersonal Skills
Survey Results. To explore stakeholder metacognition, the survey asked respondents to
answer two open-ended questions related to influence. The first question asks them to provide
examples of their self-awareness and interpersonal skills. The data indicate that all survey
respondents engage in reflection on their self-awareness and interpersonal skills. Respondents
gave multiple examples of their self-awareness and interpersonal skills. The most referenced
examples of self-awareness actions (Table 15) include seeking and acting on feedback, “reading”
the room and adjusting their approach accordingly, and strategic vulnerability. The most cited
examples of interpersonal skills (Table 16) include inclusive communication, advocating and
interceding for subordinates, and engaging in “tough conversations” in person versus over e-
mail. The examples given are consistent with the literature on self-reflection and indicative of the
metacognitive knowledge of their self-awareness and interpersonal skills.
Analysis of the survey question for this assumed influence revealed that respondents
reflect on their self-awareness and interpersonal skills. The survey results meet the 85%
threshold, indicating this influence is an asset.
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Table 15
Survey Results: Respondent Examples of Self-Awareness
Examples of self-awareness
Seek direction when needed
Actively seek and act on feedback from supervisors and subordinates
Adapt the critique of poorly thought-out strategies
Read group dynamics and adjust
Strategically share weaknesses and vulnerabilities
Engage team before making changes

Table 16
Survey Results: Respondent Examples of Interpersonal Skills
Examples of interpersonal skills
Ability to get along well with others
Act on feedback
Decrease hierarchy
Talk out difficult issues versus sending an e-mail
Extend grace and flexibility
Advocate on behalf of team with leadership
Handle disputes between subordinates and leadership
Organized town halls during the pandemic to hear and respond to concerns

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Interview Findings. To gain a deeper understanding of stakeholders’ metacognitive
knowledge as it relates to self-reflection and interpersonal skills, interviewees were asked to
describe a successful FS career from their perspective and to explain in detail what they have
done to work toward such a career (Table 17). All participants demonstrated a great depth of
reflection on their career choices, interactions, and leadership abilities. Seventy-nine percent of
participants had prior exposure to the FS career and serving overseas before joining, which
afforded them greater opportunity for self-reflection about the career and their skill set. Of the
79%, 15% converted from civil service or another federal agency, and the remaining 64% joined
the FS via the Rangel and Pickering Fellowships.

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Table 17
Interview Participant Examples of Self-Awareness and Interpersonal Skills
Descriptive phrase Participant
I learned to change my behavior because I was angry, bitter, and upset for valid
reasons, but it was negatively impacting my career.
Zora
Good leaders listen well. I noticed my mind would wander sometimes during
conversations, and I couldn’t remember what was said. So, I’ve learned to not
sit at my desk when people come to my office but to always have a communal
space and come around and sit with people so I can have a better connection
with them.
Sasha
Something I’ve had to learn about myself as a leader is [that] my opinion is
heavily weighted. … So, learning to shut up and listen and speak last so that my
opinion [does not stifle ideas, etc.] has been valuable.
Yvonne
I learn by doing. So, I identify a colleague I think is a strong manager, and I ask
them what they are doing, and I try to implement it.
Jazmine
In the FS, we don’t know how to manage, so we’re like, “I’m hands-off.” And I
think I would have described myself like that before, but it’s really just an
excuse for not putting in the time. I’ve discovered people need guidance, and
being responsive to people’s need for different leadership and management
styles is crucial.
Rose
I’ve done a lot of work in other cones so that I’ll be a good leader who is able to
think about the bigger picture.
Lauren
Before the Trump administration and the pandemic, I was like gung-ho, in it to
win it, … but now I really recalibrated my priorities, and I’m thinking beyond.
I’m thinking of options and exit strategies.
Eva
I’m really cognizant of my reputation and what I put out there. I want to make
sure people perceive me as professional. I think I’m a good leader. I look back
and try to be honest.
Beyoncé
I try to do every job well and to cultivate relationships with peers, subordinates,
supervisors, and folks in senior leadership.
Lisa
I am an extreme introvert, but I feel I have to put myself out there to be seen and
to succeed.
Virginia
After going to East Africa on an internship as a Rangel Fellow. … I absolutely
loved it and knew it was the career for me.
Summer

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The Rangel and Pickering Fellowships’ missions are to increase diversity within the FS.
As Fellows, the participants were exposed to FS work and lifestyle early on by completing one
or multiple internships at U.S. embassies overseas before being hired as FSOs. This early
exposure provided experiences from which to engage in self-reflection about their fit for the
career. Beyoncé noted, “I initially thought I’d do political, but after interning [as a Rangel
Fellow] and having an opportunity to understand other sections, I thought public diplomacy
would be more fitting.” Summer added that she went to East Africa on an internship as a Rangel
Fellow and “absolutely loved it and knew it was the career for [her].” Virginia explained how
after being exposed to the Foreign Service via a civil service excursion tour in a hard-to-fill
position at a hardship post, she “knew [she] wanted the FS” and even sold her house before
getting her first post.
Common themes emerged during interviews that clearly illustrate reflection on
interpersonal skills as well. Virginia mentioned “being an extreme introvert” but felt she had to
“put [herself] out there to be seen and to succeed” as an example for other Black women. She
explained that she “needs people of other countries and races and even colleagues to see this
Black woman can do this.” Similarly, Lisa said that she tries to do every job well and to
“cultivate relationships with peers, subordinates, supervisors, and folks in senior leadership.” She
added, “I’m really cognizant of my reputation, what I put out there. I want to make sure people
perceive me as professional.” And finally, Beyoncé expressed, “I think I’m a good leader. I look
back and try to be honest.”
Another result of this self-reflection is that it has led 80% of participants to begin
considering employment outside of DoS. Eva said that “before the Trump administration and the
pandemic, I was like gung-ho, in it to win it, … but now I really recalibrated my priorities, and
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I’m thinking beyond. I’m thinking of options and exit strategies.” Those who shared this
sentiment noted a lack of “feeling valued,” not having their hard work “acknowledged and
recognized in the same manner as their majority colleagues,” “not feeling welcome” at the
leadership table, and “balancing family and work” as the basis for such reflections.
In line with survey results, analysis of the two interview questions for this assumed
metacognitive knowledge influence revealed that participants possess demonstrated
metacognitive knowledge of self-awareness and interpersonal skills. The interview findings
surpass the 85% threshold, indicating the influence is an asset.
Document Analysis. No documents were analyzed for this influence.
Summary. The aggregate data analysis for this metacognitive knowledge assumed
influence surpassed the threshold and is consistent with the literature on self-awareness and
interpersonal skills. The weighted analysis of the triangulated sources indicates the assumed
influence is an asset.
Influence 2: Stakeholders Need to Monitor Their Attitudes and Stereotypical Behavior
Survey Results. The second metacognition question subset of the survey asked
respondents what they do to be perceived as having a professional attitude and behavior. Survey
data shows that participants monitor their attitudes and stereotypical behavior. Of the multiple
examples respondents provided, several key phrases emerged that are outlined in Table 18.
Attitude examples tended to revolve around themes of submission or assimilation and
overcompensation. For example, several respondents noted being respectful as “not rocking the
boat” or avoiding being perceived as “aggressive or angry,” all negative stereotypical traits often
attributed to Black women according to the literature. Behavior examples focused on countering
these stereotypes, such as “speak up only when necessary,” “carry self in a professional manner
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and use appropriate speech,” and “make sure my hair is straight versus natural.” Examples
provided by respondents indicate that they are indeed monitoring and adjusting their attitudes
and behaviors to avoid falling into or being characterized by negative stereotypes of Black
women. Only two respondents (12%) did not indicate they were monitoring their attitudes and
stereotypical behavior.
Analysis of the survey question for this assumed influence revealed that respondents
monitor their attitudes and stereotypical behavior. The survey results surpass the 85% threshold,
indicating this influence is an asset.

Table 18
Survey Results: “What Do You Do to Be Perceived as Having a Professional Attitude and
Behavior?”
Respondent responses
Be respectful.
Be willing to go the extra mile.
Don’t joke too much with colleagues.
Acknowledge colleagues and ask for clarification.
Read the room and speak up when necessary.
Carry self in a professional manner and use appropriate speech.
Be well-written and well-spoken.
Make sure hair was straight vs. natural to accommodate greater expectation for Black women
to be “done up.”

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Interview Findings. For a deeper analysis, interviewees were asked to describe what
makes a good leader and what they have done to prepare themselves for leadership positions.
While all participants described what makes a good leader, in their opinion, 87% were unable to
articulate what they had done to embody the leadership characteristics they described. A few
important themes emerged, mainly that good leaders set “clear goals, expectations, and
critiques,” are “empathetic and flexible,” “create environments where everyone can thrive,” and
“intercede on behalf of their team.” Participants articulated what makes a good leader; however,
they had difficulty describing what they had done to achieve or work toward those
characteristics. For example, several spoke of training, such as Michelle, who said that she has
“taken all the required leadership and management training.” However, she criticized the training
as “not good” for failing to focus on many of the leadership and management traits mentioned
above. Lauren mentioned “doing a lot of work in other cones” to gain a depth of experience and
“doing a lot of introspection,” and Summer noted that she “applied for a leadership program at
post and worked with a mentor to focus on leadership skills and having tough conversations.”
Others mentioned “finding mentors and leaders to emulate.”
Except for one participant, all the participants (94%) described what they did or were
doing to monitor their attitudes and stereotypical behavior to embody the leadership
characteristics they described, such as being “empathetic and flexible” or “creating environments
where everyone can thrive” (Table 19).

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Table 11
Interview Participant Examples of Monitoring Their Attitude and Stereotypical Behavior
Descriptive phrase Participants
Set clear goals, expectations, and critiques. Sasha
Be empathic and flexible Rose, Eva
Create environments where everyone can thrive Virginia, Lisa
Intercede on behalf of team. Beyoncé
Take all required leadership training. Michelle
Gain breadth and depth of experience by reflecting on assignment
choices.
Lauren
Do a lot of introspection. Rebecca
Work with mentors and supervisors to build leadership skills. Summer
Find a mentor or sponsor to emulate. Zora, Jasmine

Analysis of the three interview questions for this assumed metacognitive knowledge
influence revealed that participants monitor their attitudes and stereotypical behavior. The
interview findings surpass the 85% threshold, indicating the influence is an asset.
Document Analysis. No documents were analyzed for this influence.
Summary. Eighty-eight percent of survey respondents indicated they were monitoring
their attitudes and stereotypical behavior, and 95% of interviewees described behavior indicative
of monitoring their attitudes and stereotypical behavior. The aggregate data analysis for this
metacognitive knowledge assumed influence surpassed the threshold and is consistent with the
literature on monitoring attitudes and stereotypical behavior of Black women professionals. The
weighted analysis of the triangulated sources indicates the assumed influence is an asset.
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Results and Findings for Motivation Causes
This section reports on the results of the survey and the findings of the interviews and
document analysis related to motivation causes. The data presented is organized by assumed
influences that are categorized by influence type as identified in the conceptual framework and
literature.
Value Influence: Stakeholders Need to Consider It Important for Themselves to Build
Solid and Diverse Networks
A task’s importance or value is key to mustering the motivation to pursue it. Mid-level
Black women FSOs need to value solid and diverse networks to be motivated to create and
maintain them. This section reviews the survey and interview findings related to stakeholder-
reported task value.
Survey Results
Survey data reveals that survey respondents do consider it important to build solid and
diverse networks. To determine value, respondents were asked three questions about the
importance they attribute to mentors, sponsors, and a gender and racially diverse network to their
advancement to senior leadership positions. As reported in Table 20, 82% of respondents find it
important or very important to have mentors. Ninety-four percent find it important or very
important to have a sponsor, and 100% find it important or very important to have a gender and
racially diverse professional network. No significant trends or differences were observed across
grades or cones.

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Table 20
Survey Responses on Value of Mentors, Sponsors, and Diverse Networks
Survey question Not
important
Somewhat
important
Important Very
important
Total
responses
To what degree is it important
for you to have mentors to
advance to senior-level
positions?
1 (6%) 2 (12%) 1 (6%) 13 (77%) 17
To what degree is it important
for you to have sponsors to
advance to senior-level
positions?
1 (6%) 0 1 (6%) 15 (88) 17
To what degree is it important
for you to have a gender and
racially diverse network to
advance to senior-level
positions?
0 0 8 (47%) 9 (53%) 17

It is interesting to note that the majority of respondents find having diverse networks to
be more important than sponsors or mentors. This finding is supported by the literature that notes
that for Black women, gender and racially diverse networks are essential to advancement to
leadership positions since those most often in decision-making positions of power are neither
female nor Black.
With the majority of respondents finding it important or very important to have mentors,
sponsors, and a diverse network, an analysis of the three survey questions found that respondents
consider it important for themselves to build solid and diverse networks. The survey results
surpassed the 85% threshold indicating the assumed influence is an asset.
Interview Findings
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Interview data provides more nuance to the survey findings and, in contrast, indicates a
gap in motivation as it relates to value. As shown in Table 21, interview data suggest that all
participants (100%) find mentors, sponsors, and diverse networks to be important; however, they
are unsuccessful or only mildly successful at obtaining them because they lack the know-how to
do so effectively (80%). When asked about some of her reasons for building networks in the FS,
Sasha stated that networks were “Absolutely 100% important” and that “[networks, mentors, and
sponsors] are non-negotiable to advance.” While most others shared Sasha’s sentiment, they also
expressed dismay at not being able to build strong networks or strong mentor and sponsor
relationships. Virginia shared that she’s “not great at building networks,” Yvonne explained that
she “doesn’t know if [she’s] built networks purposefully,” Rose admitted, “I’m probably the
worst networker,” and Michelle lamented, “I don’t think I’ve done this effectively. I have not
built a network of important senior-level people to help me get to the Senior FS.”

Table 21
Interview Participant Responses on Value of Mentors, Sponsors, and Diverse Networks
Descriptive phrase Participants
Absolutely 100% important and non-
negotiable to advance
Sasha, Eva, Rebecca
Very important, but not great or
purposeful at building networks
Virginia, Ivonne, Rose, Michelle, Lisa, Beyoncé,
Lauren, Summer, Zora, Jasmine, Susan

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The data shows that there is a clear understanding of the importance of mentors,
sponsors, and diverse networks. It also shows that stakeholders (80%) are not as effective as they
would like to be or need to be, according to Eva, who explained that “if you don’t have a good
network, mentors, and sponsors, you’re just not going to last. … You’re just going to be flailing
about and being like, “Why can’t I get promoted?” The interview findings thus suggest that
motivation alone is less effective without the knowledge of how to build and grow successful
mentor and sponsor relationships and diverse networks.
Analysis of the two interview questions found that respondents consider it important for
themselves to build solid and diverse networks. The interview findings surpassed the 85%
threshold indicating the assumed influence is an asset.
Document Analysis
No documents were analyzed for this influence.
Summary
The survey results show that 82% of respondents find mentors, sponsors, and diverse
networks important. However, this is not wholly supported by interview findings that indicate
while 100% of interviewees find mentors, sponsors, and diverse networks important, 80% lack
the knowledge of how to build and grow successful mentor, sponsor relationships and diverse
networks. Notwithstanding, the aggregate data analysis for this motivation value assumed
influence surpasses the threshold. The weighted analysis of the triangulated sources indicates the
assumed influence is an asset.

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Self-Efficacy Influence 1: Stakeholders Need Confidence in Their Ability to Succeed at the
Next Level
Self-efficacy is an individual’s belief in their capabilities to perform tasks and attain
goals. Mid-level Black women FSOs need confidence in their ability to succeed at the next level
to advance to senior leadership positions. This section reviews the survey and interview findings
related to stakeholder-reported self-efficacy.
Survey Results
To measure self-efficacy, the survey asked respondents to rate their confidence in their
ability to succeed at the senior leadership level on a scale of 1 to 4, with 1 being no confidence
and 4 being very confident. The results are shown in Table 22. The large majority of both FS-01
and FS-02 respondents (76%) indicated they are confident or very confident in their ability to
succeed at the next level, and the average confidence score was 3.1 or confident. Interestingly,
there was a notable difference between FS-01 and FS-02 respondents. Respondents expressed
greater confidence in their ability to lead at the more junior FS-02 level (82%) than at the FS-01
level (67%). This difference corresponds with the factual knowledge finding on the degree of
transparency of the process for promotion to Senior FS, which showed more senior FS-01
respondents disagreeing strongly (67%) that the promotion process is transparent compared to
18% of FS-02 officers who strongly disagreed and 64% who simply disagreed. This alignment in
responses across these two survey questions suggests a potential growing pessimism or despair
as mid-level Black women spend years progressing from FS-02 to FS-01, at which point they are
finally eligible for promotion to the Senior FS.

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Table 22
Confidence in Ability to Succeed at the Next Level: Survey Respondent Results by Grade
Grade 4 3 2 1 Avg score
FS- 01 3 1 1 1 3
FS-02 5 4 2 0 3.3
FS-01/FS-02 8 (47%) 5 (29%) 3 (18%) 1 (6%) 3.1

Analysis of the survey question for this assumed influence revealed that 76% of
respondents have confidence in their ability to succeed at the next level. The survey results do
not meet the 85% threshold, indicating this influence is a need.
Interview Findings
Interview findings support the survey results, as illustrated in Table 23. Interviewees
were asked to rate how they feel about their ability to lead on the same scale of 1 (no confidence)
to 4 (very confident) as used in the survey. However, since responses were not fixed dropdowns,
several participants did not choose whole numbers. Eighty-six percent of participants indicated
they are confident or very confident in their ability to lead at the next level, with an average
confidence score of 3.3 or confident.

Table 23
Confidence in Ability to Succeed: Interviewees’ Results by Grade
Grade 4 3.5 3 2.75 2.5 2 1 Avg
score
FS- 01 2 0 2 0 1 0 0 3
FS-02 2 2 4 1 0 0 0 3.3
FS-01/FS-02 4 (29%) 2 (14%) 6 (43%) 1 (7%) 1 (7%) 0 0 3.3
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Participants were asked a second question to gain a deeper understanding of their level of
confidence (Table 24). Two notable trends emerged. One, over half of the participants expressed
having been “tested” or obliged to go through difficult work situations and being offered fewer
opportunities than others, both often because of their race and gender. In many cases,
participants stated that this has worked to strengthen their confidence in their ability to lead, but
there were a couple of exceptions. For example, Zora scored her confidence at 2.75, explaining
that the “trauma she and her family experienced at several posts” had taken its toll. She described
being dismissed by White subordinates, talked over by White male colleagues, “punished” by a
former White female ambassador for being highlighted in the local media, and undermined by a
Black female subordinate. In contrast, Sasha stated that she “feels good because [she] has been
tested.” Susan added, “I think at this point, after 26 years in the Department, I have experienced
a lot of difficult things that I’ve had to deal with that have really strengthened me as a leader. I
feel confident to do things.”

Table 24
Interview Participant Responses on Their Feelings About Their Ability to Lead
Descriptive phrase Participants
Repeatedly being “tested” (experienced emotional trauma)
at work due to being a Black woman, which has
strengthened leadership ability
Zora, Virgina, Rose, Sasha,
Rebecca, Beyoncé, Susan
Offered fewer formal opportunities due to being a Black
woman, resulting in seeking out-of-the-box, informal
opportunities (e.g., peer mentoring, serving on DEIA
Council)
Michelle, Yvonne, Eva,
Jasmine
Given responsibilities within their families at a young age
that forged leadership skills
Summer, Lauren, Lisa, Sasha

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The second trend that emerged was that of participants’ confidence in their leadership
skills being forged early on in childhood due to family responsibilities. Several participants
mentioned taking on roles of responsibility and leadership in their families at a young age as the
genesis of their confidence as a leader. Sasha said she is “one of eight, and a lot of responsibility
came with that, particularly in the Black community.” Summer explained, “I was born into a
leadership role. Second of five in my family. So, from a young age, I was always given
responsibilities and was expected to succeed. Leadership is a family value.”
Analysis of the two interview questions for this assumed influence revealed that
participants are confident in their ability to succeed at the next level. The interview findings meet
the 85% threshold, indicating this influence is an asset.
Summary
Both survey (76%) and interview results (86%) show that the majority of stakeholders are
very confident in their ability to lead at the next level. However, interview findings do not meet
the 85% threshold resulting in a need, while interview data resulted in an asset. Given the higher
weighted percentage attributed to interview data, the weighted analysis of the triangulated
sources indicates the assumed influence is an asset.
Results and Findings for Organization Causes
This section reports on the survey results, interview findings, and document analysis
related to Organization Causes. The data presented is organized by assumed influences that are
categorized by influence type as identified in the conceptual framework and literature.
Resources Influence: Stakeholders Need Resources Allocated for Targeted Leadership
Development Training
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Mid-level Black women FSOs need resources allocated for targeted leadership
development training to advance to senior leadership positions. This section reviews the survey
results, interview findings, and document analysis related to resources.
Survey Results
According to the survey, 76% of respondents disagreed or strongly disagreed with the
statement, “My organization provides leadership development training that addresses my
professional development needs as a Black woman mid-level FSO.” Table 25 outlines these
results. Analysis of the survey question for this assumed influence revealed that respondents
need resources allocated for targeted leadership development training. The survey results do not
meet the 85% threshold, indicating this influence is a need. The interview findings and data
analysis flesh out to a greater degree what kind of targeted training stakeholders would deem
beneficial and what relevant training currently exists.

Table 25
Survey Respondents’ Perception of Targeted Leadership Training
Survey question Strongly
disagree
Disagree Agree Strongly
agree
My organization provides leadership
development training that addresses my
professional development needs as a Black
woman mid-level FSO.
4 (23%) 9 (53%) 4 (24%) 0

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Interview Findings
Interviewees were asked to describe the kind of leadership development training that
would be most useful to them as Black women and to comment on ways that DoS might allocate
resources for such training. The findings are shown in Table 26. All but three of the participants
(80%) highlighted leadership development training opportunities focused on building networks
and executive coaching. Rebecca suggested “dedicated and long-term executive coaching with
someone who is culturally competent and understands DoS.” Summer added that Black women
FSOs need “opportunities for further networking and more access to senior networks.”

Table 26
Interview Participant Descriptions of Most Useful Targeted Training for Mid-Level Black
women FSOs
Descriptive phrase Participants
Dedicated, culturally competent executive
coaching
Rebecca, Virginia, Michelle, Sasha
Dedicated training focused exclusively on how to
build strong networks
Summer, Eva, Jasmine, Lisa, Lauren,
Yvonne, Beyoncé
Required training for leaders on
microaggressions; training stakeholders on
overcoming unconscious bias
Zora, Susan, Rose

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Aside from networking, participants raised the challenges they have faced due to
microaggressions and biases. Several suggested training should focus less on those who
experience bias and generating awareness and more on those in leadership positions who are
“perpetrating microaggressions in the workplace” to “level the playing field.” A second layer to
this kind of training would be to “provide strategies to overcome unconscious bias” and not just
simply recognize it. Rose told a story of training she took in law school that employed such an
approach to unconscious and conscious bias training for lawyers of color. She said it “was the
most useful training [she] has ever received as a person of color.”
Finally, five participants noted that most of the useful professional development training
they have received has been training they funded for themselves outside of DoS. Michelle said,
“It is very clear that if you want training opportunities, you have to invest in yourself because the
Department is not making the investment.” Summer noted that DoS “could do better giving
people the time and space to prepare for and seek training,” and Jasmine added that “the training
that has been beneficial to [her] as a Black woman has been informal. Rose mentioned self-
paying for her law degree while working full-time for DoS, Zora is currently self-funding her
doctorate in sub-national diplomacy, and Sasha self-funded a $2,000 professional certificate
program in preparation for her position as a spokesperson.
Analysis of the two interview questions for this assumed influence revealed that
participants need resources allocated for targeted leadership development training. The interview
findings do not meet the 85% threshold, indicating this influence is a need. Findings also
revealed that there is no lack of motivation or resourcefulness on the part of participants to
improve and grow their leadership skills.
Document Analysis
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All internal and public documents analyzed suggest that the DoS has numerous
professional development opportunities targeted toward leadership development and diversifying
the workforce, although none targeted specifically toward Black women FSOs. Document
analysis suggests this assumed influence is an asset.
According to the DoS’s 2022-2026 Functional Bureau Strategy for the Foreign Service
Institute (FSI), DoS’s primary training division, training within DoS is evaluated against four
broad criteria: effectiveness, relevance, reach, and impact. Woven throughout those four is the
goal of “promoting the recruitment and retention of a workforce that is more representative of
the American people by continuing to emphasize diversity, equity, and inclusion.” Among the
current 10 priorities of FSI is to “expand access to leadership coaching and launching a
department-wide assessment of DEIA training needs.” FSI leadership notes that one of the key
challenges that hamper their ability to achieve objectives is “limited staffing, budget, and the
Department focus on assignment-specific training” and that “a DoS-wide shift in our learning
culture to prioritize training is needed.” FSI also admits that “training opportunities are not
connected, and there are no clear career-long learning paths for employees, and there are gaps in
training for employees at certain critical junctures of their career.” FSI also acknowledges the
risk created by these challenges, “without clear learning paths, not all employees know about or
are given the opportunity to freely develop those essential skills and knowledge.” This creates
uneven training throughout career spans, and DoS risks failing to retain employees seeking to
develop those skills and knowledge.”
The GTM Bureau has “the critical responsibility of recruiting, hiring, developing,
assigning, retaining, engaging, and supporting the Department’s workforce.” The four priority
pillars are to promote an agile workforce, retain high-quality talent, cultivate DEIA, and
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transform the customer experience. According to GTM’s 2022–2026 Functional Bureau
Strategy, a key challenge to fulfilling their mandate is “internal disagreement on initiatives to
achieve DEIA goals.” Similar to FSI, GTM noted, “We know from surveys and external studies
that career development is a critical factor for employee retention and that poor management and
a lack of career development and work-life balance contribute to poor morale and attrition” (p.
14)
Summary
Two of the three data collection methods (survey and interviews) did not meet the 85%
threshold and found this assumed organization resource influence to be a need, and the third
(document analysis) found it to be an asset. The weighted analysis of the triangulated sources
indicates the assumed influence is a need.
Cultural Settings Influence: Stakeholders Need Targeted Policies and Procedures That
Support and Encourage Their Career Growth
Cultural settings are the policies, procedures, and practices that help to define an
organization’s culture. Mid-level Black women FSOs need targeted policies and procedures that
support and encourage their career growth. This section reviews the survey results, interview
findings, and document analysis related to cultural settings.
Survey Results
Survey respondents were asked to list three policies or procedures DoS provides that
encourage their career growth as Black women mid-level FSOs. Table 27 identifies the key
policy and procedure topic areas. DEIA, professional development, and HR policies and
procedures were key themes throughout. DEIA was one of the most heavily cited of the
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responses given. However, the most common response was “none” (53%), followed by new
DEIA initiatives (21%).

Table 27
Policies and Procedures That Encourage Survey Respondent Career Growth
Key policy and procedure topic areas Times mentioned
None 27 (53%)
DEIA 11 (21%)
Professional development and training 7 (14%)
HR-related 5 (10%)
Administrative 1 (2%)

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Although the most popular policies and procedures that encourage career growth are
relatively new and have not had sufficient time to bear fruit, analysis of the survey question for
this assumed influence revealed that respondents need targeted policies and procedures that
support and encourage their career growth. The survey results do not meet the 85% threshold,
indicating this assumed cultural settings influence is a need.
Interview Findings
Interviewees were asked to describe the DoS policies and procedures that have enhanced
and those that hindered their career growth, if any. Participants had much more robust answers
about hindrances than policies and procedures that have been beneficial to their career growth, as
shown in Tables 28 and 29. Out of 14 participants, five (36%) said there were no policies or
procedures that have enhanced their career growth. Of the remaining nine (64%), five indicated
the Pickering and Rangel Fellowships as most important, and the final four pointed to DEIA and
HR-related policies. According to Lauren, “without the Pickering program, I probably would not
have stayed. It has sustained me when dealing with the dirty side [of the FS].” Rebecca added
that “nothing enhanced her career outside of the Pickering Fellowship.”

Table 28
Interview Participant Responses on Policies and Procedures That Encouraged Their Career
Growth
Policies or practice Participants
None Yvonne, Virgina, Zora, Michelle, Jasmine
Pickering and Rangel Fellowships Lisa, Beyoncé, Rebecca, Eva, Lauren
DEIA and HR-related policies Rose, Susan, Sasha, Summer

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Table 29
Interview Participants’ Responses on Policies and Procedures That Hindered Their Career
Growth
Policies or practice Participants
Opaque bidding process for assignments Beyoncé, Summer, Lauren, Virginia
Biased promotion process Sasha, Eva, Michelle
Domestic residency limit Rebecca
Application, non-application or manipulation of
policies and procedures
Beyoncé, Rose, Zora, Susan, Zora
Foreign language score requirements Jasmine

Several policies and procedures were listed as hindrances. The most often cited hindrance
was an opaque bidding process and biased promotion process in which the candidate selection
“process is unclear,” “covered in nepotism,” and is where “the old boys club is most at play.”
Other items listed at least once were the domestic residency limit for FSOs and foreign language
scores. Of interest, four participants (29%) noted the application, non-application, or
manipulation of policies and procedures as the biggest hindrance to mid-level Black women’s
career advancement. Beyoncé explained that “it’s not necessarily the structures or rules that are
in place. It’s the people managing and making decisions around those rules, how they get
interpreted, and how opportunities are able to present themselves.” Rose further explained that
she feels that “most policies are barriers because no one ever follows them.” These sentiments
were summed up in Zora’s comment that “it’s more about accountability and them [those with
power] following the policies.”
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The preponderance of hindrances and dearth of career-enhancing policies and procedures
is noteworthy. Analysis of the two interview questions for this assumed cultural settings
influence revealed that participants need targeted policies and procedures that support and
encourage their career growth. The interview findings do not meet the 85% threshold, indicating
this influence is a need.
Document Analysis
Both key DoS bureaus responsible for professional development and career advancement,
GTM and FSI, recognize there is a gap in inclusive and widespread professional development
opportunities to meet the needs of diverse employees and DoS as a whole. Over the past 4 years,
several policies and practices have been introduced to address these points. Four of the most
recent are worth noting here. First, in January 2023, the Deputy Secretary of State’s Office (D)
released the first-ever internal communication detailing lessons learned from the chief of mission
(ambassador) selection process to increase inclusion and equity and to “dispel reoccurring myths
about the process and encourage a strong pipeline of chief of mission candidates.” Second, GTM
announced reforms to the FS deputy assistant secretary (DAS) selection process. Effective
January 2023, all DAS positions must be advertised and competed, as opposed to the previous
practice of being appointed by the assistant secretary. The goal of this reform is to “promote
inclusion, transparency, morale, and retention.” Third, in February 2022, GTM announced the
inclusion of a new FS precept focused on DEIA. The FS precepts are the criterion used for
promotion at every level (entry, mid, and senior). And lastly, the Secretary’s Office for Diversity
and Inclusion launched the DEIA Champions Sponsorship Program in October 2022, a pilot
designed to build a cohort of DEIA champions in senior ranks by matching FS-01 and FS-02
FSOs with senior-level sponsors to offer guidance and preparation to cross the SFS threshold.
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Document analysis data shows that there are a significant number of DoS resources that
support and encourage stakeholder career growth. The analysis, therefore, indicates this cultural
setting influence is an asset.
Summary
Two of the three data collection methods (survey and interviews) did not meet the 85%
threshold and found this assumed organization cultural settings influence to be a need, and the
third (document analysis) found it to be an asset. The weighted analysis of the triangulated
sources indicates the assumed influence is a need.
Cultural Models Influence: Stakeholders Need to Be Part of an Inclusive Culture That
Recognizes and Appreciates Diversity
Cultural models are an organization’s internal (often hidden or invisible) beliefs and
values. Mid-level Black women FSOs need internal organizational beliefs and values that
recognize and appreciate diversity. This section reviews the survey results, interview findings,
and document analysis related to cultural models.
Survey Results
To determine whether stakeholders perceive themselves to be a part of an inclusive
culture that recognizes and appreciates diversity, survey respondents were asked to indicate their
level of agreement with the following statement: I feel my unique differences as a Black woman
mid-level FSO are valued in the FS. Seventy-one percent of respondents disagreed or strongly
disagreed with this statement, while only 30% agreed or strongly agreed. Similar to the survey
and interview findings regarding stakeholder confidence in their ability to lead, here there are
also notable differences between FS-01 and FS-02 responses, as indicated in Table 30.
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Table 30
Perceptions of an Inclusive Culture: Survey Respondent Level of Agreement by Grade
Grade Strongly
disagree
Disagree Agree Strongly agree Total
responses
FS-01 1 (17%) 5 (83%) 0 0 6
FS-02 3 (27%) 3 (27%) 4 (36%) 1 (9%) 11
FS-01/FS-02
4 (24%) 8 (47%) 4 (24%) 1 (6%) 17

Among FS-01 respondents, 100% either disagree or strongly disagree, with a larger
percentage who disagree (83%) as opposed to strongly disagree (17%). For FS-02 respondents,
54% strongly agree or disagree, 36% agree, and 9% strongly agree. In contrast to the FS-01
respondents, there were an equal number of respondents who disagreed (27%) and strongly
disagreed (27%). As discussed in the self-efficacy section, these differences between FS-01 and
FS-02 officers suggest a more pessimistic view of one’s value and perception that the work
environment recognizes and appreciates diversity as respondents move up the ranks. Survey
results do not meet the 85% threshold, confirming the assumed influence as a need.
Respondents were also asked to what extent they perceive the various levels of DoS
leadership to demonstrate a commitment to diversity and inclusion and how effective leadership
is in promoting a diverse workforce. Respondents ranked each leadership level as demonstrating
the two characteristics either to a great extent, moderate extent, small extent, or to no extent. The
results are outlined in Tables 31 and 32. Between managers and supervisors, Bureau leadership,
and senior leadership levels, respondents found managers and supervisors to demonstrate the
greatest commitment to diversity and inclusion (53% to a moderate extent) and senior leadership
to demonstrate the least commitment (71% to a small extent). Bureau leadership was found to be
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most effective in promoting a diverse workforce (24% to a moderate extent), and managers and
supervisors were the least effective (18% to no extent). However, in the overall rankings for all
three leadership levels, “to a small extent” was the option selected most often, and “to a great
extent” was selected least often.

Table 31
Survey Respondent Perception of DoS Leadership Commitment to Diversity and Inclusion
To what extent, if at all, do each of the DoS
leadership levels below demonstrate a
commitment to diversity and inclusion?
To no
extent at
all
To a
small
extent
To a
moderate
extent
To a
great
extent
Senior level or political leadership 2 (12%) 12 (71%) 3 (18%) 0
Bureau leadership 2 (12%) 8 (47%) 6 (35%) 1 (6%)
Manager and supervisors 0 7 (41%) 9 (53%) 1 (6%)

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Table 32
Survey Respondent Perception of DoS Leadership Effectiveness Promoting a Diverse Workforce
To what extent, if at all, is DoS
leadership effective in promoting a
diverse workforce?
To no
extent at all
To a small
extent
To a moderate
extent
To a great
extent
Senior level or political leadership 3 (18%) 10 (59%) 3 (18%) 1 (6%)
Bureau leadership 2 (12%) 11 (65%) 4 (24%) 0
Manager and supervisors 3 (18%) 11 (65%) 2 (12%) 1 (6%)

Analysis of the three survey questions for this assumed influence revealed that
respondents need to be a part of an inclusive culture that recognizes and appreciates diversity.
The survey results do not meet the 85% threshold, indicating this assumed cultural model
influence is a need.
Interview Findings
Interviewees were asked a series of three questions to dive deeper into their perceptions
of DoS culture. Questions focused on their perception of the DoS’s support for an inclusive
culture and asked them to explain any unspoken rules or practices Black women officers should
know and whether they think there is discrimination in the process of selecting SFS. All the
participants stated they perceived such discriminatory practices. Over 80% of participants
acknowledged that DoS leadership is talking more about DEI and inclusivity, and there appears
to be a growing awareness, but none were convinced they would see significant institutional
change. Susan said, “we [FSOs] are talking about more respect among ourselves and concern,
but it just goes nowhere.” Rebecca elaborated that “it feels like a lot of lip service as a Black
woman, … but at least the talk is forcing people to maybe step back and be more reflective.”
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Despite DEIA advancements, participants still feel that they have to “work twice as hard to go
half as far,” as Susan lamented. Jazmine advised, “Take your career in your hands, do what’s
right for you, and don’t worry about DoS.”
Perhaps Lauren summed up best the overarching sentiment and contradictions expressed
by all the participants when she explained, “I think the Department is saying all the right things.
But I think there is a huge gap. …They say the right things, but their willingness to do the right
thing is where there’s a gap. When it comes to changing policies and practices, for a lot of our
leaders, if it means diminishing their power and influence to spread out power and influence and
opportunity, they’re not willing to do.” As an example of this, Lauren described the Secretary’s
Office of Diversity and Inclusion’s (S/ODI) recent efforts to reform selection practices for DAS
positions at headquarters in Washington, D.C., and deputy chiefs of mission openly competed for
positions. S/ODI was successful in reforming the process for DASes but not for DCMs. Lauren
posited that this reform failure was due to “it being a tradition for Ambassadors to select their
DCMs and leaders around DoS were not comfortable with giving up the power to select
positions that are like the last stepping stone to the position of ambassador. So, people in senior
positions want to continue to be kingmakers in deciding who has access to those jobs. They are
unwilling to change the process that makes the pipeline to those jobs more equitable.”
With over 80% of participants perceiving discrimination and lack of inclusivity in the
DoS workplace, analysis of the three interview questions for this assumed influence shows that
participants need to be a part of an inclusive culture that recognizes and appreciates diversity
(Table 33). The interview findings do not meet the 85% threshold, indicating this assumed
cultural model influence is a need.
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Table 33
Interview Participant Responses on Perceptions of DoS Culture as Inclusive
Descriptive responses Participants
Discriminatory practices exist in the promotion
process
All 14 participants
Growing awareness of DEIA as a result of DoS
leadership engagement but not certain of
sustainability or effectiveness
Beyoncé, Zora, Virginia, Eva,
Jasmine, Lauren, Lisa, Rebecca,
Sasha, Rose, Summer
Brilliance and subject-matter expertise are valued,
but DoS does not go out of its way to be inclusive
Yvonne, Susan, Michelle

Document Analysis.
Document analysis supports the survey results and interview findings that indicate the
assumed influence is a need. There are a significant number of policies and procedures
implemented since 2019 aimed at addressing the lack of an inclusive culture that recognizes and
appreciates diversity. In an internal DoS communication to the workforce from the Director
General of the FS in December 2019, she acknowledged that “a diverse and inclusive workforce
is critical in ensuring that DoS reflects our nation abroad.” However, even Secretary of State
Anthony Blinken admitted DoS still has a way to go toward having a thriving inclusive culture.
During his remarks at the event to announce the creation of the new DoS chief diversity officer
position in April 2021, Secretary Blinken noted that the DoS’s problem of a lack of diversity in
senior leadership is systemic and is perpetuated by policies, practices, and people and that to
change the numbers, DoS must change its culture - norms, behaviors, and biases.
DoS’s 2022 climate survey conducted by S/ODI in April 2022 was administered to
26,712 employees, 61% of whom were FS, 49% female, and 11.7% Black. Climate survey
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results support Secretary Blinken’s statement above and the findings of this study. Respondents
were largely split on the DoS’s level of commitment and progress to date on DEIA; employees
want to see a greater focus on structural changes to policies and practices to achieve greater
equity and transparency; almost half experienced discrimination and microaggressions in the last
5 years; more than two-thirds indicted concerns about bias in the promotion and assignment
processes; and finally, the results indicated structural fixes to these issues would help retention
concerns; Black officers are among the five groups most likely to resign before being retirement
eligible.
Document analysis data revealed that DoS does not have an inclusive culture that
recognizes and appreciates diversity. The analysis, therefore, indicates this cultural model
influence is a need.
Summary
The aggregate data analysis for this cultural model assumed influence does not meet the
85% threshold. The weighted analysis of the triangulated sources indicates the assumed
influence is a need.
Summary of Validated Influences
Tables 34, 35, and 36 show the KMO influences for this study and their determination as
assets or needs.

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Table 34
Knowledge Assets or Needs as Determined by the Data
Assumed knowledge influence Asset or
need
Factual
Stakeholders need to know the requirements for promotion to senior levels
within the Foreign Service. (K-F)
Need
Conceptual
Stakeholders need to differentiate between the concepts of what constitutes a
mentor and a sponsor. (K-C)
Asset
Metacognitive
Stakeholders need to reflect on their self-awareness and interpersonal skills. (K-
M)
Asset
Stakeholders need to monitor their attitudes and stereotypical behavior. (K-M) Asset

Table 35
Knowledge Assets or Needs as Determined by the Data
Assumed motivation influence Asset or
need
Value
Stakeholders need to consider it important for themselves to build solid and
diverse networks. (Value)
Asset
Self-efficacy
Stakeholders need confidence in their ability to succeed at the next level (Self-
efficacy)
Asset

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Table 36
Knowledge Assets or Needs as Determined by the Data
Assumed organization influence Asset or
need
Resources
Stakeholders need resources allocated for targeted leadership development
training. (Resources)
Need
Cultural settings
Stakeholders need targeted policies and procedures that support and encourage
their career growth. (Cultural settings)
Need
Cultural models
Stakeholders need to be part of an inclusive culture that recognizes and
appreciates diversity. (Cultural models)
Need

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Chapter Five: Recommendations
The DoS is the foreign affairs agency of the U.S. federal government. The FS is an
administrative unit of DoS created in 1924 by the Rogers Act and comprises diplomatic and
consular personnel responsible for informing and representing U.S. foreign policy interests
overseas. The Mission of DoS is to lead U.S. foreign policy through diplomacy, advocacy, and
assistance by advancing the interests of the people, their safety, and economic prosperity. The
headquarters is in Washington, D.C., and there are 276 U.S. embassies, consulates, and
diplomatic missions in 191 countries.
Organizational Performance Goal
DoS’s goal is that by September 2025, it will increase the number of FS employees in
underrepresented groups to reflect the diversity of the American people. This goal was
established by the secretary of state and the director general of the FS in 2020 in response to
diversity reports from the GAO and in anticipation of President Biden’s June 2021 executive
order on diversity, equity, inclusion, and accessibility in the federal workforce. Goal
achievement will be measured by hiring, retention, and promotion statistics collected by the
office of GTM. It is important to consider the performance goal of overcoming the
underrepresentation of Black women in leadership in the evaluation of DoS’s performance for
various reasons. If DoS does not diversify its FS workforce, especially its leadership, it risks
being in direct violation of a presidential executive order and weakening its ability to advance
U.S. foreign policy overseas. Evaluating organizational performance in this area will enable
stakeholders to gather qualitative and quantitative data to measure and assess FS workforce
culture and policies that impact diversity.
Description of Stakeholder Groups
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The three stakeholder groups who most influence change or benefit from the achievement
of the organizational goal are Black women FSOs, senior-level FSOs, and GTM. Senior-level
FSOs are often gateways to two factors studies identify as key to advancement to leadership
positions: influential social networks and leadership mentoring and sponsorship (Roberts et al.,
2018; Stainback & Tomaskovic-Devey, 2009). Senior-level FSOs are strategically placed to
provide feedback, make introductions, serve as references, and help open doors to leadership
opportunities for Black women FSOs. Finally, GTM oversees all measures related to
recruitment, hiring, retention, and promotion. GTM is uniquely placed at the epicenter of power
to develop, implement, and/or repeal policies to improve FS leadership diversity.
Goal of the Stakeholder Group for the Study
Mid-level Black women FSOs are the stakeholder of focus for this study due to their
unique ability to provide insight into the root causes impacting their advancement to senior
leadership positions. The stakeholder’s goal in relation to the organizational performance goal is
for 40% of eligible Black female FSOs to serve in senior leadership positions. This goal was
established by GTM and the director general of the FS to achieve parity with the diversity of the
American population. Failure to accomplish this goal will leave DoS in direct violation of a
presidential executive order and limit the FS workforce’s ability to advance U.S. foreign policy
overseas.

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Purpose of the Project and Questions
The purpose of this study is to conduct a gap analysis to examine the root causes
impacting the advancement of mid-level Black women FSOs to positions of senior leadership
within the DoS. The analysis focuses on the causes of this problem due to gaps in knowledge and
skills, motivation, and organizational factors. The analysis will begin by generating a list of
possible causes and then systematically examining them to focus on validated causes. While a
complete gap analysis would focus on all stakeholders, for practical purposes, the stakeholders to
be focused on in this analysis are mid-level Black women FSOs.
1. What are the knowledge, skills, and motivation of eligible mid-level Black women
foreign service officers (FSOs) and the organizational influences impacting their
advancement to positions of senior leadership?
2. What are the recommended knowledge and skills, motivation, and organizational
solutions for Black women FSOs to advance to senior leadership positions?
Introduction and Overview
Chapter Four responded to the first research question by outlining study findings on KMO
needs and assets that influence mid-level Black women FSO career advancement. This section of
Chapter Five will address the second research question concerning recommended KMO
solutions. Evidence in support of the KMO solutions will be presented along with recommended
solutions. Recommended solutions will then be presented as components of an integrated
implementation and evaluation plan to increase the likelihood of intervention success.
Of the nine assumed influences, the mixed method data analysis resulted in five assets and
four needs. The recommended solutions address improving the four needs and leveraging one
asset that is critical to mid-level Black women FSOs achieving the stakeholder goal. The
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recommended solutions are substantiated by empirical research and grounded in learning,
motivation, organization, and leadership theories.
Knowledge Recommendations
This study proposed four assumed knowledge influences mid-level Black women FSOs need
to achieve their stakeholder goal. Knowledge influences are divided into three knowledge types
according to Anderson and Krathwohl’s (2001) framework: factual, conceptual, and
metacognitive. Analysis of study data revealed conceptual and metacognitive assumed
knowledge influences to be assets and the factual knowledge influence to be a need. An assumed
influence need, factual knowledge will be prioritized in this study as stakeholder career
advancement to senior levels is contingent on their knowledge and understanding of promotion
requirements. Table 37 shows the recommendations for the influences based on theoretical
principles.

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Table 37
Summary of Knowledge Influences and Recommendations
Assumed knowledge
influence
Asset
or
need
Priority

Principle and citation Context-specific
recommendation
Stakeholders need to
know the
requirements for
promotion to senior
levels in the foreign
service (F)
Need Yes How individuals
organize knowledge
influences how they
learn and apply
what they know.
(Schraw &
McCrudden, 2006)
Provide FSOs an if/then
checklist on Senior FS
promotion
requirements and
preparation.
Stakeholders need to
differentiate between
the concepts of what
constitutes a mentor
and a sponsor. (K,
C)

Asset No
Stakeholders need to
reflect on their self-
awareness and
interpersonal skills.
(K, M)
Asset No
Stakeholders need to
monitor their
attitudes and
stereotypical
behavior. (K, M)
Asset No

Stakeholders need to know the requirements for promotion to senior levels in the FS.
Seventy-five percent of survey respondents and over 90% of interviewees were unable to
correctly identify the requirements for promotion to Senior FS, indicating a need for more factual
knowledge in this area. Moreover, this gap in factual knowledge prevents mid-level Black
women FSOs from charting a career course that would make them more competitive for
promotion. Schraw and McCrudden (2007) found that how individuals organize knowledge
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influences how they learn and apply what they know. This would suggest that a checklist to help
stakeholders organize promotion requirements according to how they relate to their career
trajectory would best support stakeholder learning and the ability to create a successful career
advancement plan. The recommendation then is to provide mid-level Black women FSOs an
If/Then checklist on Senior Foreign Service promotion requirements and preparation.
McCrudden and Schraw (2006) conducted a study to examine the effect of relevance
instructions on learning. The study consisted of 117 undergraduate students at a large university
in the U.S. who were randomly assigned into two groups to read a two-page text. Students in
group one received relevant instructions, and the other group did not. Study findings showed that
general relevance instructions facilitated fact learning and recall, enabling the students to identify
and store text information in their memory without additional processing effort. When a text is
deemed relevant to a particular goal, purpose, or learning outcome, readers search for
information within the text relevant to those goals and construct meaning based on those goals.
In addition, Rowlands (2007) found that checklists serve as memory aids when learners work
through unfamiliar processes or complete complex tasks. Well-designed checklists help learners
identify steps to complete complex tasks which scaffold previous knowledge, thereby fostering
the confidence and independence needed for internalizing these steps for future tasks. Together,
these findings suggest that by providing stakeholders with If/Then checklists on Senior FS
promotion requirements and preparation, stakeholders will receive the relevant instructions
needed to facilitate learning and recall, and the checklist format will help them identify and
internalize the steps to take toward promotion.

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Motivation Recommendations
The study included two assumed motivation influences on mid-level Black women FSOs’
ability to meet their stakeholder goals. The data found both assumed influences to be assets the
stakeholders already possess. Stakeholders have confidence in their ability to succeed at the next
level (self-efficacy) and consider it important for themselves to build solid and diverse networks
(Value). Although data analysis showed stakeholders have confidence in their ability to lead at
the next level, confidence tends to decrease as stakeholders are promoted to higher levels.
Therefore, although an asset, the self-efficacy construct will be prioritized in the recommended
solution. The assumed motivation influences, need/asset determinations, priorities, and
recommendations rooted in theoretical principles are outlined in Table 38.

Table 38
Summary of Motivation Influences and Recommendations
Assumed motivation
influence
Asset
or
need
Priority

Principle and citation Context-specific
recommendation
Stakeholders need to
consider it
important for
themselves to build
solid and diverse
networks. (V)
Asset No
Stakeholders need
confidence in their
ability to succeed at
the next level. (S-E)
Asset Yes Feedback and
modeling increase
self-efficacy.
(Pajares, 2006)
Provide stakeholders
guided annual employee
evaluation report (EER)
feedback and modeling
steps for success.

Note. Recommendations made for priority assets only.

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Stakeholders need confidence in their ability to succeed at the next level. Seventy-six
percent of survey respondents and 86% of interviewees indicated they are confident or very
confident in their ability to lead at the next level. However, as noted above, this confidence tends
to decrease as stakeholders advance from FS-02 to FS-01, 82% versus 67%, respectively. As
noted in the literature review, one of the two most effective ways self-efficacy development
experiences can be gained is through observing others who model success and clear results or
through vicarious experiences (Bandura, 1997). Moreover, research shows that feedback and
modeling increase self-efficacy (Pajares, 2006) and that feedback is one of the most powerful
influences on learning and achievement (Hattie et al., 2007). To leverage this self-efficacy asset
and strengthen stakeholder confidence as they advance to more senior positions, research
supports the recommendation to provide stakeholders with guided annual EER feedback and
modeling steps for success.
Dimotakis et al. (2017) studied 126 managers at a large telecommunications company in
the United States and collected data in three stages via surveys, a 3-day program, and internal
archival reports. Data were collected over a period of 15 years. The study found that “feedback
was related to self-efficacy for improvement, which was in turn positively related to feedback
seeking, which was positively linked to the career outcome of promotion” (p. 1521). In other
words, feedback results in self-efficacy for improvement, which leads to feedback seeking which
leads to promotion. Study findings support the recommendation to have senior officers provide
stakeholders with guided annual EER feedback and modeling steps for success. This feedback
will lead to self-efficacy for improved leadership, which will, in turn, increase the likelihood of
promotion.
Organization Recommendations
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The assumed organizational influences were framed by Gallimore and Goldenberg’s
(2001) notion of cultural models and settings. Cultural models refer to the intangible beliefs,
values, and shared mental schema within an organization; cultural settings are the concrete social
contexts where cultural models are enacted and visibly manifested. The study consisted of one
assumed resource influence, one assumed cultural model influence, and one assumed cultural
setting influence (Table 39). All three assumed influences were found to be needs. Both the
resource and cultural models organization assumed influences will be prioritized as
recommendations because they are feasible and would have a high impact on achieving the
stakeholder of focus and organizational goals. The cultural settings organization assumed
influence will not be prioritized since several policies and procedures have recently been
introduced and have not yet had sufficient time to prove their efficacy in addressing the need.

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Table 39
Summary of Organization Influences and Recommendations
Assumed organization
influence
Asset
or
need
Priority

Principle and citation

Context-specific
recommendation
Stakeholders need
resources allocated
for targeted
leadership
development
training. (R)
Need Yes Effective change efforts
ensure that everyone
has the resources
needed to do their job.
(Clark & Estes, 2008).

Assess the
professional
development
training needs for
minority women
FSOs.
Stakeholders need
targeted policies and
procedures that
support and
encourage their
career growth. (C-S)
Asset No
Stakeholders need to
be part of an
inclusive culture that
recognizes and
appreciates
diversity. (C-M)
Need Yes Leaders whose espoused
values are not in sync
with the organization’s
culture will have
difficulty leading
(Schein, 2004)

Launch a sponsorship
incentive pay and
network-building
pilot program to
build a culture of
intentional and
inclusive leadership
support.

Stakeholders Need Resources Allocated for Targeted Leadership Development
Training. Both survey respondents (76%) and interviewees (80%) agreed that DoS does not
provide leadership development training that addresses their professional development needs as
Black women mid-level FSOs. Interviewees desired training overlapped in three main areas:
dedicated, culturally competent executive coaching; dedicated training on how to build strong
networks; and targeted training on microaggressions for leaders and stakeholders. However,
document analysis revealed several such programs are already in existence within DoS. Thus, to
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maximize resources, it is important to avoid creating redundancies, continuing with failing
programs, or wasting resources. With the understanding that many development tools must be
employed concurrently to achieve systemic change and empower Black women leaders (Clark,
2001; Eagly & Carli, 2007; Ely et al., 2011), the recommended solution is a training needs
assessment (TNA). TNAs help to determine an organization’s training needs (Arthur et al., 2003)
and ensure a match between training needs and training content, a prerequisite for realizing
desired organizational and stakeholder performance outcomes (Van Eerde et al., 2008). To first
ascertain what professional development training will be most effective in the long term and
determine where current training is ineffective, the research supports the recommendation to
assess stakeholder professional development training needs by conducting a TNA.
Kirkpatrick and Kirkpatrick (2016) stated that even the most well-designed and well-
received training programs are of little use unless what is learned in training is relevant and gets
implemented on the job. In addition, Bolman and Deal (1994) argued that most training
programs prepare potential leaders for management roles, not leadership, do not connect learning
with emotions or ethics, and lack an emphasis on informal learning from experience and self-
reflection. Guthrie and Schwoerer (1994, 1996) note that self-assessed training needs can be
systematically affected by factors other than actual need, thereby rendering mere participant
training self-assessments less useful. In line with the research, it is recommended that the
organization assess stakeholder professional development training needs via a TNA.
Stakeholders Need to Be Part of an Inclusive Culture That Recognizes and
Appreciates Diversity. Over 80% of study participants perceive discrimination and a lack of
inclusivity in the DoS workplace. According to Schein (2004), leaders whose espoused values
are not in sync with the organization’s culture will have difficulty leading. This suggests that to
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improve inclusivity and stakeholders’ perception of inclusivity in the workplace, leaders must
value efforts put in place to do so. Research also shows that successful promotion practices are
accompanied by strategic mentorship and sponsorship programs that seek to build the networks
of Black women and other minorities to augment their professional development and increase
their exposure to senior leaders (Giscombe, 2017; Foust-Cummings et al., 2011; Moon &
Christensen, 2020; Nelson & Piatek, 2021). Thus, senior leaders must not only value diversity
efforts but also act on them, and mentoring and sponsoring minorities is a proven way to do both.
One of the most effective methods to hold senior leaders accountable for diversity efforts
supporting the advancement of mid-level leaders of color is by linking these efforts to promotion
and financial incentives (LeanIn.org, 2020). Research supports the recommendation to launch a
sponsorship incentive pay and network-building pilot program to build a culture of intentional
and inclusive leadership support. Details regarding the pilot are explained in detail in the
Program section of this chapter.
In her qualitative study of eight Black women executives in academics and business,
Davis (2016) found that participants highlighted sponsorship as the type of leadership
development that most influenced their ascension to senior leadership positions. According to
Thomas et al. (2022), in the largest comprehensive study of the state of women in corporate
America, found that 333 companies and over 40,000 employees took part in a survey on working
women in the U.S. The report findings suggest providing financial incentives to senior leaders
for making progress on diversity metrics as an HR and DEI best practice. Therefore, studies
affirm the recommendation to build a culture of inclusive and intentional leadership support via
an incentivized sponsorship and network-building leadership program.
Integrated Implementation and Evaluation Plan
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Effective and timely implementation of the recommended solutions will increase the
likelihood of successful outcomes. Integrating implementation and evaluation into a singular
strategic plan, as outlined in this section, improves execution.
Implementation and Evaluation Framework
The new world Kirkpatrick model is a training implementation and evaluation framework
used to create evaluation plans that measure not only learning and reaction to the training
(effective training) but also improved job performance that leads to desired organizational results
(training effectiveness; Kirkpatrick & Kirkpatrick, 2016). The model has four levels: Level 1,
reaction; Level 2, learning; Level 3, behavior; Level 4, results. Levels 1 and 2 help to achieve
effective training, and Levels 3 and 4 help to achieve training effectiveness. The four levels
allow for a comprehensive evaluation of training programs from the individual participant
reaction to how trainees use their new knowledge and skills to impact key organizational
outcomes. As the number of the level increases, so does the overall importance of the data
obtained.
Level 1 measures trainee satisfaction and engagement. Level 2 measures how well
trainees acquired the predetermined knowledge, skills, attitude, confidence, and commitment, all
key components to ensure the success of Level 3. Level 3 includes identifying the critical
behaviors - “the few, specific, observable, and measurable actions, which if performed
consistently on the job will have the biggest impact on the desired results,” and required drivers,
“processes and systems that reinforce, monitor, encourage, and reward performance of critical
behaviors on the job” (Kirkpatrick & Kirkpatrick, 2016). Lastly, Level 4 measures the level to
which the training, support, and accountability systems result in the desired outcomes.
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Figure 4
Diagram of the New World Kirkpatrick Model

Note. Reprinted from Kirkpatrick’s Four Levels of Training Evaluation by J. D. Kirkpatrick and
W. K. Kirkpatrick, (2016). Association for Talent Development.

Organizational Purpose, Need, and Expectations
The Mission of DoS is to lead U.S. foreign policy through diplomacy, advocacy, and
assistance by advancing the interests of the people, their safety, and economic prosperity. The
organizational performance problem at the root of this study is the underrepresentation of Black
women in leadership positions in the FS. DoS’ goal is that by September 2025, it will increase
the number of FS employees in underrepresented groups to reflect the diversity of the American
people. Mid-level Black women FSOs are the best stakeholder of focus in relation to this
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problem due to their unique ability to provide insight into the root causes impacting their
advancement to senior leadership positions. The stakeholder’s goal in relation to the
organizational performance goal is for 40% of eligible Black female FSOs to serve in senior
leadership positions. To fulfill its mission and continue to lead foreign policy through effective
diplomacy representative of the United States, DoS must increase the representation of Black
women FSOs in leadership positions.
This study examined the KMO factors needed to improve the representation of Black
women FSOs in senior leadership positions within DoS. A recommended solution has been
proposed for each KMO assumed influence determined to be a need in reaching the
organizational goal. One knowledge asset was also determined to be a priority due to its
importance and feasibility to the overall performance outcome. The successful implementation of
the recommended solutions should produce the desired outcome of 40% of eligible Black female
FSOs serving in senior leadership positions by September 2025.
Level 4: Results and Leading Indicators
Table 40 shows the proposed Level 4: Results and Leading Indicators in the form of
outcomes, metrics, and methods for both external and internal outcomes for DoS. External
indicators refer to external stakeholders’ responses to critical behavior performance, while
internal indicators refer to outcomes within the organization. If the internal outcomes are
achieved, then the external outcomes should also be met.

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Table 40
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metrics Methods
External outcomes
Positive public perception of DoS
diversity climate.

Frequency of DoS
diversity climate
initiatives being
highlighted in press or
industry-related media
coverage.
Track frequency of DoS
workforce
management mentions
in press or industry-
related media.

DoS is a leader among federal
agencies in supporting and
cultivating diverse leadership talent.
GAO recognizes DoS as a
leading federal agency
in the support and
cultivation of diverse
leadership talent in its
annual report to
Congress.
Track the release of
GAO’s annual report
to Congress.
DoS is recognized as a desirable
partner for DEIA professional
leadership development
collaborations as evidenced by: an
increased interest from reputable
external partners to collaborate and
cost-share on DEIA professional
development initiatives (e.g.,
Harvard University, Google, Cox
Foundation, philanthropic
organizations, etc.).
The number of partnership
and cost-share offers for
DEIA leadership
development
fellowships, long-term
training, temporary duty
details, and sabbaticals.
Solicit data quarterly
from GTM office on
DEIA leadership
development
partnership officers.
Improved performance by senior
leaders in global diplomatic efforts
as a result of DoS’ diversity climate
and increasingly diverse leadership.
Frequency of DoS
diplomatic wins
involving Black women
FSO leader
contributions being
highlighted in press or
industry-related media
coverage
Track the frequency of
DoS diplomatic wins
involving Black
women FSO leader
contributions
mentioned in the press
or industry-related
media.
Internal outcomes
More equitable promotion practices as
evidenced by a year-over-year
increase in the number of mid-level
FS-01 and FS-02 Black women
FSOs promoted to more senior
levels.
Annual promotion board
decisions and prior
year’s promotion
statistics
Track and compare
annual promotion
statistics.
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Outcome Metrics Methods
Black women job seekers see DoS as
an employer that values diversity, as
evidenced by a year-over-year
increase in the number of Black
women applying to join the FS.
Foreign Service Officer
Test (FSOT) applicant
data.
Solicit FSOT data from
GTM following each
FSOT administration.
Mid-level Black women FSOs
perceive DoS to be more
appreciative and supportive of
diversity and inclusion, as evidenced
by a year-over-year decrease in
microaggressions experienced by
Black female FSOs.
Number of EEO
microaggression
complaints formally and
informally reported by
Black women FSOs
Solicit complaint
numbers
disaggregated by
demographic from the
Office of Civil Rights.
Mid-level Black women FSOs are
more competent and confident
networkers, as evidenced by: an
increase in mid-level Black women’s
participation in major internal
networking events.
Number of mid-level
Black women FSOs
participating in major
internal networking
events
Solicit and track RSVP
and attendance lists
from major internal
working event
organizers and self-
reported participation
data from mid-level
Black women FSOs.

Level 3: Behavior
The stakeholder group of focus in this study was mid-level Black women FSOs.
Achieving Level 4, results and indicators, is contingent on stakeholders engaging in the critical
behaviors outlined in Level 3.
Critical Behaviors
The first critical behavior is that stakeholders must use the If/Then promotion
requirements and preparation checklist to determine promotion requirements and chart a path for
SFS promotion. Second, they must participate in the EER-guided feedback program to cultivate
greater self-efficacy in leadership. Third, they must complete the TNA to help the FSI identify
training outcome priorities for mid-level Black women FSOs. And finally, they must actively
participate alongside an SFS officer in the sponsorship incentive pay and network-building pilot
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program to help build a culture of inclusive and intentional leadership support. The specific
metrics, methods, and timing for each of these outcome behaviors are listed in Table 41.

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Table 41
Critical Behaviors, Metrics, Methods, and Timing for Evaluation for Mid-Level Black Women
FSOs
Critical behavior Metrics
Methods
Timing
Mid-level Black
women FSOs
pursue
achievement of
SFS promotion
requirements for
future career
trajectory.
Number of completed
If/Then SFS promotion
requirements and
preparation checklists.

Number of meetings with
career development
officer (CDO) to review
checklist and chart a
path toward SFS
promotion.
Track number of
checklist downloads
by demographic via
pre-download
questionnaire; CDO
meeting logs.
Ongoing.
Metrics to be
checked
quarterly.
Mid-level Black
women FSOs
cultivate self-
efficacy through
the successful
practice of their
leadership skills.
Number of participants
practicing skills in
guided EER feedback
program.
GTM office pairing
spreadsheets and pair
meeting dates self-
reported via GTM
portal.
Completed no
later than 30
days after
April 15th
EER season
closure.
Mid-level Black
women FSOs
complete TNA to
help identify
training priority
outcomes.
Completed TNA survey. Track survey
completion in DoS
survey software.
Completed
within a 14-
day survey
window.
Mid-level Black
women FSOs
actively build a
network of diverse
senior leaders.
Number of participants in
the sponsorship
incentive pay pilot with
an SFS sponsor.

At least three meetings
with sponsors over 3
months to discuss and
activate career
aspirations.

Track and record
number of
sponsor/protégé
agreements signed
and self-reported
meetings.
Ongoing.
Metrics to be
checked
quarterly.

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Required Drivers
Table 42 identifies and categorizes recommended required drivers to reinforce,
encourage, and support critical stakeholder behaviors. Kirkpatrick and Kirkpatrick’s (2016)
required driver categories are aligned with Clark and Estes’ (2008) KMO change influences. The
reinforcing drivers align with knowledge-based recommendations, ensuring stakeholders are
provided information in a clear and helpful way to support understanding of promotion
requirements. The encouraging and rewarding drivers align with the motivation-based
recommendations, strengthening stakeholders’ self-efficacy. The monitoring drivers align with
the organization-based recommendations, providing resources and reinforcing cultural models.

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Table 42
Required Drivers to Support Critical Behaviors of Mid-Level Black Women FSOs
Methods Timing
Critical behaviors
supported
1, 2, 3 Etc.
Reinforcing
Provide training on how to use the If/Then checklist most
effectively.
Ongoing 1,2
Provide opportunities for stakeholders to discuss career
path experiences and options with more senior officers.
Quarterly 1,2,3,4
Encouraging
Feedback and coaching from more senior FSOs on
performance and leadership skills.
Per 30 days 1,2,3,4
Provide incentives for feedback coaches to collaborate
with stakeholder supervisors to improve stakeholder
performance.
Per 30 days 1,2,3,4
Monitoring
Draft and distribute a TNA survey to all stakeholders. Quarterly 1,2,3
Analyze TNA results, identify training outcome priorities,
and design/re-design training to meet these priorities.
Quarterly 1,2,3
Tie SFS sponsors’ financial incentives to the achievement
of inclusive sponsorship KPIs.
Monthly 1,3,4
Conduct virtual and in-person info sessions to explain and
encourage participation in the sponsorship incentive pay
pilot.
Monthly 1,3,4

Organizational Support. Support from associated critical stakeholders at the DoS will
complement the critical behaviors and required drivers listed above. Executive leadership
bestows urgency and importance on stakeholder leadership development and cultivating a
diversity climate. Also, the office of GTM and the office of diversity and Inclusion provides the
expertise and resources to carry out the various initiatives. This additional support is critical to
the achievement of the stakeholder SMART Goal.

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Level 2: Learning
Kirkpatrick and Kirkpatrick (2016) defined Level 2: Learning as “the degree to which
participants acquire the intended knowledge, skills, attitude, confidence and commitment based
on their participation in the training” (p. 23). To support required drivers and the desired new
critical behaviors for mid-level Black women FSOs, the following learning program goals have
been developed that specifically target Level 3 critical behaviors.
Learning Goals
Following the implementation of the recommended solutions, the stakeholders will be
able to do the following:
• Summarize and understand SFS promotion requirements (factual knowledge).
• Understand how SFS promotion requirements fit into their career planning (factual
knowledge).
• Identify appropriate strategies to improve their likelihood of promotion (procedural
knowledge).
• Practice the steps for building a diverse network of diverse senior leaders (procedural
knowledge).
• Discern and follow sound guidance to improve leadership skills (procedural
knowledge). Create a plan to complete steps to advance toward SFS promotion
(metacognitive knowledge).
• Value building networks with diverse senior leaders (value).
• Be confident about identifying their leadership strengths and weaknesses (self-
efficacy).
• Be confident about seeking performance feedback from senior leaders (self-efficacy).
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• Have the curriculum and instructors needed for targeted professional development
training (resources).
• Be a part of a culture of inclusion among mid and senior-level officers from diverse
backgrounds (cultural model).
Program
The learning goals listed in the section above will be achieved with a development
support program that covers best practices to foster leadership skills, strong networks, and
workplace inclusivity. Stakeholders will engage with DoS senior leaders and subject-matter
experts as part of a two-part self-directed professional development and inclusion support
program. Part I of the program will focus primarily on stakeholder professional development,
and Part II will focus mainly on building a diverse network in addition to leadership skills. Parts
I and II will take place over the course of 3 and 6 months, respectively.
Part I consists of completing the if/then SFS promotion requirements and preparation
checklist, three in-person meetings with a senior-level officer for guided EER feedback (1.5hrs x
3), and two meetings (1hr x 2) with a CDO to review the completed checklist. Before completing
the checklist, stakeholders will participate in one of three hour-long information sessions on how
to effectively use the electronic checklist. Sessions will be virtual webinars and will include
participant Q&A and a printable PowerPoint presentation for future reference. One of the three
sessions will be recorded and uploaded to the DoS intranet for those unable to attend live. Upon
completion of the checklist, stakeholders can schedule their first of two CDO meetings to discuss
the checklist and work on a career trajectory plan. A follow-up meeting should be scheduled 1
month later to answer any additional questions and adjust the plan as needed.
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After the first meeting with their CDO, stakeholders will be eligible to submit their
names to GTM to be paired with a more senior officer for guided EER feedback. Once paired
with a reviewer, both reviewer and stakeholder must review the guided EER feedback program
guidelines and indicate agreement. During the first two or three meetings, pairs will review
stakeholders’ last 5 years of EERs alongside their career trajectory plan to identify gaps,
weaknesses, and strengths. During the third and final meeting, pairs will discuss and identify the
best options for the stakeholders’ next assignment. Also, during Part I, stakeholders will
complete the computerized TNA, which will take approximately 45 minutes.
Part II consists of participation in the sponsorship performance pay incentive and
network-building pilot program. Due to the limited availability of sponsors, stakeholders must
apply via a 500-word essay for consideration. Ten stakeholders will be selected for the pilot.
Before beginning the program, sponsor and stakeholder pairs will participate in a 3-day in-person
training (8hrs x 3) at the FSI in Washington, D.C., and will convene at FSI again for 3 days (8hrs
x 3) at the end of 6 months. Part II consists of at least one 1-hour meeting per month between the
stakeholders and their SFS sponsor (1hr x 6). During the initial D.C. in-person training,
participants will be formally introduced to the concept of sponsorship and its role in promoting
diversity, inclusion, and DoS succession planning. Participants will have several senior-level
speakers and field trips to public and private organizations in the area that have been recognized
for their strong mentorship and sponsorship programs. The training will also include different
social gatherings to encourage connection between sponsors and proteges.
The closing training will be similar in nature but will focus on reflection on knowledge
gained and strides made, in addition to next steps. Sponsors and proteges are encouraged to
maintain their relationship even after the conclusion of the program. For sponsors to receive the
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sponsorship incentive pay, both the sponsor and protégé must complete a program evaluation
report that focuses on their achievement of program objectives and lessons learned. Reports are
reviewed by a panel in the same manner as EERs, and only the strongest reports will be awarded
incentive pay. The total time for completion of Parts I and II is 9 months and consists of 61.5
hours of contact time.
Evaluation of the Components of Learning
Kirkpatrick and Kirkpatrick (2016) noted that learning is not an end in and of itself but
rather a means to the end of performing better and contributing more to our organizations. As
such, an effective evaluation of learning should focus on the five components of Level 2,
learning: knowledge, skill, attitude, confidence, and commitment (Kirkpatrick & Kirkpatrick,
2016). The knowledge and skills components evaluate declarative (factual and conceptual) and
procedural knowledge, respectively. The attitude component measures how much participants
value work-related training. The confidence component measures participant confidence in
applying new knowledge and skills. Finally, the commitment component explores participants’
dedication to applying new knowledge and skills at work. Table 43 lists the evaluation methods
and timing for these components of learning.

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Table 43
Evaluation of the Components of Learning for the Program
Methods or activities Timing
Factual knowledge: “I know it.”
Knowledge checks using true-false questions During and after 1:1 meetings with CDO;
before in-person sponsorship pilot
program
Senior officer guided feedback observations and
notes
During and after 1:1 guided EER feedback
meetings; during and after 1:1 meetings
with sponsor
Pair think and share outs During in-person sponsorship pilot
program
Pre- and post-sponsorship pilot program
knowledge assessment survey

Procedural skills: “I can do it right now.”
Checklist of observations During and after in-person sponsorship
pilot program
Mock scenario demonstrating the use of
networks to lobby for senior positions
During in-person sponsorship pilot
program
During 1:1 guided EER feedback meetings
Application of if/then checklist During 1:1 meetings with CDO
Mock-scenario demonstration of performance
review discussion with supervisor focused on
SFS requirements
During 1:1 meetings with CDO
Attitude “I believe this is worthwhile.”
Discussions about value and rationale for
understanding SFS requirements
During 1:1 meetings with CDO;
Before, during, and after sponsorship pilot
program
Discussions about challenges regarding
performance reviews
Before and during 1:1 guided EER
feedback meetings
SFS sponsor observations of network
interactions, attitude, and motivation
During and after sponsorship pilot
program
Discussions about training needs Before completing TNA
Confidence “I think I can do it on the job.”
Coaching and mentoring check-ins with Sponsor
and CDO
During and after 1:1 meetings
Q&A in pairs During in-person sponsorship pilot
program
Pre- and Post-program assessments Before and after sponsorship pilot program
and EER guided feedback program
Commitment “I will do it on the job.”
Discussions following mock-scenarios and
feedback sessions
During in-person components of
sponsorship pilot program; after guided
EER feedback meetings
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Methods or activities Timing
CDO, SFS guided feedback reviewer, and
sponsor observations
During and after meetings
Self-reports to sponsor After sponsor pilot
Individual action plan on how to execute SFS
promotion requirements
After Part I of the program
Individual action plan on how to build a diverse
network of senior leaders
After Part II of the program

Level 1: Reaction
Level 1: Reaction measures training favorability and relevance (Kirkpatrick &
Kirkpatrick, 2016). Formative and summative evaluation methods can be used to measure
customer satisfaction, engagement, and relevance. Table 44 includes evaluation methods and
timing for these components of reaction.

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Table 44
Components to Measure Reactions to the Program
Methods or Tools Timing
Engagement
Attendance During meetings with CDO, SFS
guided feedback reviewer, and
sponsor
Completion of practice scenarios After in-person sponsor pilot program
and meetings with CDO
Pulse checks via discussions during meetings Periodically during 1:1 meetings with
CDO, SFS guided feedback reviewer,
and sponsor
Sponsor pilot program evaluation At the conclusion of the 6-month
program
Relevance
Sponsor pilot program pulse check discussions During and after sponsor pilot program
CDO, SFS guided feedback reviewer, and sponsor
observations and notes on relevance and
application of knowledge gained
During and after 1:1 meetings
Stakeholder Satisfaction
Part I and Part II program evaluation one week after final in-person meetings
for each component
Stakeholder feedback during in-person and virtual
meetings
Ongoing during in-person and virtual
meetings

Evaluation Tools
Achieving the learning goals is dependent on the accomplishment of Level 2 learning
goals and Level 1 reactions. Success will be determined by evaluating these components using a
number of tools.
Immediately Following the Program Implementation. In Tables 43 and 44, specific
tools were listed as potential ways to measure Level 1 and Level 2 outcomes before, during, and
after program implementation. Level 1 tools are meant to measure stakeholder learning,
satisfaction, and the relevance of what they learned. Level 2 evaluations are meant to measure
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the extent to which the program achieves learning goals, as well as stakeholder confidence,
commitment, perceptions of growth opportunities, and attitude.
Pulse checks, moderated discussions, role-play activities, and observations during in-
person and virtual meetings will include checks for understanding, relevance, satisfaction,
knowledge acquisition, engagement, attitude, and commitment. Immediately following the
program, stakeholders will complete post-program survey assessments where they will be asked
to rate their satisfaction with the program, self-assess their learning, and provide their
perceptions of program relevance (Appendix J).
Delayed for a Period After the Program Implementation. A follow-up evaluation will
occur after a delayed period to allow stakeholders to internalize the knowledge gained and
practice implementation of the learned strategies (Appendix K). Program implementers will
administer post-program surveys 2 months after the conclusion of Part I and 6 months after the
conclusion of Part II. The surveys will include scaled and open questions to measure participant
satisfaction and job relevance (Level 1), knowledge, confidence, and commitment (Level 2),
level of on-the-job application (Level 3), and the degree to which the training has impacted daily
the work environment (Level 4). Appendix K provides examples of Level 1 and 2 delayed
evaluation tools. Interviews will then be conducted with a small sample of stakeholders
consisting of two groups: one group that showed particularly successful use of knowledge gained
from the program in their work environments (strong training transfer) and a second group that
showed little to no use of knowledge gained. Analysis of the post-program survey and interview
results will help to identify all major factors that encouraged or hindered achieving program
desired outcomes (Kirkpatrick & Kirkpatrick, 2016).
Data Analysis and Reporting
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The immediate and delayed evaluation tools will provide data on the effectiveness of the
training. Timely, proactive data analysis and response maximize program outcomes; however,
more in-depth delayed post-program data can provide additional insight into overall program
effectiveness (Kirkpatrick & Kirkpatrick, 2016). Immediately following the completion of each
component, initial data from ongoing monitoring and evaluation will be compiled into a brief
video report highlighting key metrics (see Appendix L). Once delayed data collection is
complete, a Success Profile Report will be created using the Success Case Method.
The delayed post-training reporting will highlight the success of the program in closing
the achievement gap and reaching 40% of mid-level Black women FSOs serving in senior
leadership positions, as noted in Figure 5. In addition to the overall success of closing the gap,
the dashboard will include individual success stories. Kirkpatrick and Kirkpatrick (2016) noted
two important points regarding post-training reporting. The first is that not all program
participants will apply the knowledge and skills gained upon return to the workplace. The second
is that training does not take place in a vacuum, and other factors impact training transfer. When
training transfer does happen, the participant who performs better than others is often called a
bright light, and their success leads the way for others (Kirkpatrick & Kirkpatrick, 2016).
Kirkpatrick and Kirkpatrick argued that by leveraging these two points, the Success Case
Method provides a data-driven case for the effectiveness of a training program and shows
specific actions others can take to reinforce learning and performance.
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Figure 5
Percent Increase in Eligible Mid-Level Black Women FSOs Serving in Senior Leadership
Positions 2022–2025

The final report will thus be a dashboard profile of 1–2 successful participants using the
Success Case Method to highlight key factors DoS and other stakeholders can employ to achieve
similar results. The dashboard will also include a video of profile participants explaining the
benefits of the program in their own words and inviting viewers to ask questions or add
comments in the comments section. This personal touch and qualitative element will humanize
the dashboard and inspire stakeholders (Kirkpatrick & Kirkpatrick, 2016). Appendix O shows
screenshots of the initial video report and includes a link to the video. Appendix P is an example
of a Dashboard and Success Profile Report.

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Summary
This implementation and evaluation plan was developed using the new world Kirkpatrick
model (NWKM). The NWKM framework serves as an effective accountability mechanism by
acknowledging that stakeholder expectations define the value that training should provide to the
organization or the Return on Expectation (ROE). By beginning with the organizational end
goals in mind and working backward to identify the KMO gaps, the program’s likelihood of
success is improved (Clark & Estes, 2008). To achieve ROE, training expectations must be clear
and sufficient to the stakeholder, achievable, and tied to organizational goal attainment
(Kirkpatrick, 2016). ROE is a critical determining factor for success within the framework
because to achieve training effectiveness, key organizational outcomes must be known in
advance, and the evaluation plan must be designed to teach the correct skillset to improve
performance and to accurately determine and measure the appropriate indicators to evaluate
training success (Saks & Belcourt, 2006). Through this model, mid-level Black women FSOs
and DoS can effectively address the KMO influences defined and validated in this study.
Strengths and Weaknesses of the Approach
Clark and Estes’s (2008) gap analysis model, along with the Kirkpatrick and Kirkpatrick
(2016) NWKM, proved to have key advantages as well as drawbacks. Together they provided a
comprehensive method for identifying, organizing, and validating influence gaps, as well as
implementing and evaluating recommendations to eliminate validated gaps, or needs. Yet, the
gap analysis model structure proved rigid, making it difficult to categorize influences when the
assumed influence encompassed a combination of KMO influence factors. Moreover, the gap
analysis model made it difficult to provide recommended solutions for influences outside the
KMO influence in question. For example, although the motivation value assumed influence was
147

considered an asset since stakeholders do consider it important for themselves to build solid and
diverse networks, stakeholders were unable to do so because they lacked the skills and
understanding of how to build successful networks. Within the gap analysis framework, this
study was unable to address this issue as the solution would fall outside of the assumed
motivation influence in question.
Limitations and Delimitations
Projected limitations and delimitations of the study’s methodological design were
outlined in Chapter Three. These limitations and delimitations are restated in this section, along
with comments on their impact during the study and implications for improving the study.
Limitations are the factors not in the researcher’s realm of control (Creswell & Creswell, 2018).
Limitations of this study were that the study was dependent on the truthfulness of the
respondents and was conducted during the end-of-the-year holiday season when many officers
were traveling or occupied with end-of-year festivities. This resulted in officers being distracted
and having less availability for interviews and the survey. Also, the study’s relatively short data
collection and analysis timeline resulted in fewer completed surveys and a lower survey response
rate than anticipated. Lastly, reliance on the DoS Black officer affinity group for survey link
distribution had the advantage of having the link sent to numerous officers at once; however, it
also had the drawback of not being able to control when or if reminders were sent.
Delimitations are the decisions the researcher makes that may have implications for the
study (Creswell & Creswell, 2018). As the principal instrument collecting data in the study, I
sought to analyze the data without bias; however, the delimitations that affected this study were
that data from the qualitative and quantitative phases were collected sequentially and that data
were only collected from mid-level Black women FSOs. The data did not include DoS
148

administrators or entry-level or senior-level Black women FSOs, or other members of the
organization’s power structure who have the authority and influence to affect broad-scale
change.
Future Research
This study evaluated nine assumed influences contributing to the organizational goal of
increasing DoS senior leadership diversity to better carry out its foreign policy mission.
Seventeen mid-level Black women FSOs completed the survey: a 20.4% response rate. Fourteen
mid-level Black women FSOs, representing 17% of the eligible population, were interviewed.
The survey and interviews generated data used to identify KMO influences on organizational
goal achievement. Additional surveys should be conducted to reach a larger percentage of the
eligible population to increase generalizability. Additional surveys should also be conducted to
gather a broader spectrum of data, thereby increasing transferability. Collecting more data using
both methods will also help to verify the validity of assumed influences identified in this study.
Also of importance, future research should explore stakeholder use of metacognition in building
networks, as this study was unable to address this finding within the confines of the chosen
framework. In addition, another area outside of the scope of this study that warrants further
research would be an investigation of the effectiveness of recent DEIA efforts implemented by
GTM to achieve the desired stakeholder outcomes.
Also of note, I spoke informally with two senior-level Black women FSOs about their
career trajectories, and their experiences were rich in details that are worth exploring. This study
did not include senior-level Black women FSOs who, having attained the SFS level, could also
shine a light on factors influencing the career advancement of Black women FSOs. Future
research should include the senior-level Black women FSO perspective. This study was also
149

confined to one U.S. foreign affairs agency within the federal government, which impacts the
generalizability of the findings beyond DoS. Expanding the scope of this research to include
additional foreign affairs agencies with Black women FSOs, such as the United States Agency
for International Development, could also confirm the validity of identified influences or validate
additional influences. Incorporating other foreign affairs agencies within the federal government
would also be beneficial in determining whether the validated influences are isolated to one
federal foreign affairs agency or are generalizable to others.
Conclusion
Racial inequality and discrimination have persisted in America since the era of slavery.
Despite the substantial strides made in the realm of civil rights for Black Americans, many
racially discriminatory practices are systemically encoded into the DNA of the modern
organization. Black women professionals today face not only this racial injustice burden but also
gender inequality. This double burden hinders the career advancement of Black women, resulting
in only a handful of Black women ever making it to the most senior or C-suite leadership
positions. The FS is a microcosm of this broader issue seen throughout the American workforce.
The purpose of this study was to examine the underrepresentation of Black women FSOs in
senior leadership positions within DoS and the factors that influence their career advancement.
Using Clark and Estes’s (2008) gap analysis framework, KMO influences were analyzed
and evaluated through a survey, document analysis, and interviews with mid-level Black women
FSOs. Based on the data collection and analysis findings, recommendations were proposed to
close KMO gaps affecting the organization’s ability to accomplish its goal. The Kirkpatrick and
Kirkpatrick (2016) new world model was used to develop an implementation and evaluation plan
outlining steps to carry out the proposed recommendations. The research conducted and
150

recommendations will directly benefit mid-level Black women FSOs and the DoS but could also
serve as a potential model to be applied to other minority groups at DoS and other U.S. foreign
affairs agencies.
The literature review on intersectionality, Black women, and leadership presented several
major factors that contribute to the discussion of Black women and career advancement. The
factors included that Black women face a double barrier in the workplace, needing to overcome
not only gender discrimination but also racism; closed power networks contribute to many of the
key barriers to leadership faced by Black women; confidence in leadership abilities is essential to
career advancement for Black women; and finally, senior organizational leaders play a central
role in the successful promotion and acceptance of diversity practices. This study extends
previous research by looking specifically at factors that influence Black women’s career
advancement from mid to senior level in the government sector broadly and the FS specifically.
This study recommends strategies to increase stakeholder knowledge of SFS promotion
requirements, strengthen stakeholder leadership self-efficacy, assess priority outcomes for
stakeholder professional development training, and improve the diversity climate at the DoS via
more equitable and inclusive sponsorship. The assumed influences with the most gaps were
organizational, and those with the least were motivational, suggesting that the most effective
solutions will be found in correcting issues at the organization level: training resource
misalignment, discriminatory practices and procedures, and a diversity climate-resistant culture.
Findings also suggest that mid-level Black women FSOs do not lack the motivation to succeed
and to build diverse networks. However, closing the factual knowledge gap by learning and
understanding promotion requirements will also be necessary for career advancement. The study,
therefore, places responsibility on both organizational leaders to lead the way in fostering a
151

diversity climate and addressing professional development needs and on stakeholders to increase
their knowledge of promotion requirements and to seek and act on feedback to increase their
leadership self-efficacy. As more leadership and intersectionality studies are undertaken, may
this research be used as part of the discourse on improving equity and senior leadership career
advancement opportunities for Black women.

152

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Appendix A: Pre-Survey Recruiting Communications (Initial E-mail)
The following request will be sent to DoS affinity groups for Black foreign service
officers (FSOs) via e-mail and WhatsApp.
Pre-Survey Initial Email to Request Study Participation
Dear Dr., Ms., or Mr. ___________
My name is Jacqueline Mourot, and I am a doctoral student at the University of Southern
California. I am researching the underrepresentation of Black women in Foreign Service senior
leadership positions. I would appreciate learning the perspectives of your mid-level Black
women FSO members on this issue via a brief 21-question anonymous survey. My goal as a
student practitioner is to provide the Department insight into how we might overcome some of
the challenges mid-level Black women FSO face. Ultimately, I hope this information will benefit
Black women FSOs and other minority FSOs.
I have received institutional review board (IRB) approval and approval from the
Department to conduct this survey. I am now in the stage of my dissertation, where I am
gathering data. This survey on Black women FSOs and FS career advancement is the first phase
of data collection. The survey targets active FS 01 and FS 02 Black women FSO generalists. Via
the following hyperlink, you will find the information sheet for exempt research, which includes
important information about the study.
I would appreciate you sharing the attached information and survey link with your
members and others who may meet these criteria. The survey is anonymous, and no identifiable
information will be collected. At the conclusion of the survey, respondents will have the option
to click on a link if they are interested in participating in a confidential interview on this topic.
They will then provide their contact information on a separate platform.
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Please let me know if you have any questions and if you’d be willing to share this
information and link with your members. You can reach me via e-mail at mourot@usc.edu.
Thank you very much for taking time out of your schedule to assist me with this research,
and I look forward to hearing from you.

Best regards,

Jacqueline D. Mourot
Doctoral Candidate
Rossier School of Education
University of Southern California

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Appendix B: Pre-Survey Recruiting Communications (Affinity Group Members)
The following request will be sent to women members of the U.S. Department of State
Black employee affinity group via e-mail and WhatsApp.
Dear Affinity Group Members,
My name is Jacqueline Mourot, and I am a doctoral student at the University of Southern
California and a Black Foreign Service officer. I am researching the underrepresentation of
Black women in Foreign Service senior leadership positions. I would appreciate learning the
perspectives of mid-level Black women foreign service officers on this issue via a brief 21-
question anonymous survey. Your participation in the study is completely voluntary. The survey
is anonymous, and no identifiable information will be collected. At the conclusion of the survey,
you will have the option to click on a link if you are interested in participating in a voluntary,
confidential interview on this topic. The link will allow you to submit your contact information
on a separate platform. Please note you may choose to complete only the survey without
participating in an interview. Via the following hyperlink, you will find the information sheet for
exempt research, which includes important information about the study and your rights as a
study participant.
My goal as a student practitioner is to provide the Department insight into how we might
overcome some of the challenges mid-level Black women foreign service officers face.
Ultimately, I hope this information will benefit Black women foreign service officers and other
minority foreign service officers. Please note that I am conducting this research in my personal
capacity. If you are interested in participating in this study, self-identify as a Black woman, and
are currently an in-service FS officer at the FS-02 or FS-01 rank, please click on the following
link: [insert link].
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Should you have any questions, please contact me at mourot@usc.edu.
Best regards,

Jacqueline D. Mourot
Doctoral Candidate
Rossier School of Education
University of Southern California

191

Appendix C: Pre-Interview Recruiting Communications (Request Participation)
The following email will be sent to mid-level Black women foreign service officers
(FSOs) who completed the survey and indicated an interest in participating in an interview.
Dear Dr., Ms., or Mr. ___________
Thank you for completing the survey on Black women FSOs and FS career advancement
and indicating your interest in participating in an interview. My name is Jacqueline Mourot, and
I am a doctorate student at the University of Southern California. I am researching the
underrepresentation of Black women in Foreign Service senior leadership positions. My goal as a
student practitioner is to provide the Department insight into how we might overcome some of
the challenges Black women FSOs face. Ultimately, I hope this information will benefit Black
women FSOs and other minority FSOs. Please note that I am conducting this research in my
personal capacity.
I assure you that all information acquired will remain anonymous. I have received
institutional review board (IRB) and Department approval and am in the dissertation stage,
where I am gathering data. I am conducting interviews with mid-level Black women FSOs. All
participant information will be completely confidential. While I know how busy you may be, I
would greatly appreciate it if you would consider giving me 60 minutes of your time. I will share
the findings of the study with you if desired. I hope some of the findings will be of professional
value to you. Via the following hyperlink, you will find the information sheet for exempt
research, which includes important information about the study and your rights as a study
participant.
I would like to schedule 60 minutes with you in the next week at a time and date that is
most convenient for you. Please feel free to reply to this email with some dates and times that
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work best. I have also included a link to Calendly in case it is easier for you to use this method to
schedule a 60-minute block of time to be interviewed: https://calendly.com/jacquelinemourot.
Please also indicate your video platform preference (Zoom or WhatsApp). Thank you very much
for your time and consideration.
Best regards,

Jacqueline D. Mourot
Doctoral Candidate
Rossier School of Education
University of Southern California

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Appendix D: Pre-Interview Recruiting Communications (Confirm Participation)
Following the scheduling of a participant, the email below will be sent to confirm
interview appointments.
Dear Dr., Ms., or Mr. ___________
Thank you very much for participating in my research study concerning the
underrepresentation of Black women FSOs in FS senior leadership positions. Via the following
hyperlink and attached pdf file, you will find the information sheet for exempt research, which
includes important information about the study, participant rights, and the protocol surrounding
how the information you provide will be used and protected.
You should have received a video conference link via e-mail. Your video conference link
is below if you did not receive your confirmation e-mail. As a reminder, your identity will be
known only to me, and I am conducting this study for my doctoral dissertation at the University
of Southern California in my personal capacity. Please contact me if you have any questions via
e-mail at mourot@usc.edu.
Thank you very much for taking time out of your schedule to assist me with this research,
and I look forward to our conversation on [insert date and time].
Interview logistics: [insert virtual interview date, time, platform, link]
Best regards,

Jacqueline D. Mourot
Doctoral Candidate
Rossier School of Education
University of Southern California

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Appendix E: Information Sheet for Exempt Research (Survey)
University of Southern California
Rossier School of Education
3470 Trousdale Pkwy Ste 1100, Los Angeles, CA 90089

INFORMATION SHEET FOR EXEMPT RESEARCH

STUDY TITLE: Navigating Race, Gender, and Responsibility: A Gap Analysis of the
Underrepresentation of Black women in Senior Leadership in the Foreign Service
PRINCIPAL INVESTIGATOR: Jacqueline D. Mourot, Doctoral Candidate
FACULTY ADVISOR: Dr. Adrian J. Donato

You are invited to participate in a research study. Your participation is voluntary. This document
explains information about this study. You should ask questions about anything unclear to you.
PURPOSE
The purpose of this study is to explore the underrepresentation of Black women in Foreign
Service senior leadership positions. I hope to learn how we might overcome some of the
challenges Black women FSOs face regarding career advancement in the Foreign Service.
Ultimately it is my hope that this information will benefit Black women FSOs and other minority
FSOs. You are invited to participate in this study because of your specific role within your
organization, which fits the defined research population of the study.
PARTICIPANT INVOLVEMENT
You are asked to participate in a voluntary online survey on the research topic. The approximate
time to complete the survey is expected to last no more than 20 minutes. The survey is
anonymous and no identifiable information will be collected. At the conclusion of the survey,
you will have the option to click on a link if you are interested in participating in a voluntary,
confidential interview on this topic. Should you elect to volunteer for an interview, interviews
are expected to last no more than 60 minutes and all interactions for you would confidential and
anonymous.
CONFIDENTIALITY
The members of the research team and the University of Southern California Institutional
Review Board (IRB) may access the data. The IRB reviews and monitors research studies to
protect the rights and welfare of research subjects.
When the findings of the research are published or discussed at conferences, aggregate survey
data will be used. The study is expected to be fully completed by April 2023. For this study, the
Research Team is the researcher and the Chair of the researcher’s dissertation committee.
INVESTIGATOR CONTACT INFORMATION
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If you have any questions about this study, please contact Jacqueline Mourot, mourot@usc.edu,
or Dr. Adrian J. Donato, adonato@usc.edu.
IRB CONTACT INFORMATION
If you have any questions about your rights as a research participant, please contact the
University of Southern California Institutional Review Board at (323) 442-0114 or email
irb@usc.edu.

USC IRB Information Sheet Template Version Date: 01/30/2021

196

Appendix F: Information Sheet for Exempt Research (Interview)
University of Southern California
Rossier School of Education
3470 Trousdale Pkwy Ste 1100, Los Angeles, CA 90089

INFORMATION SHEET FOR EXEMPT RESEARCH

STUDY TITLE: Navigating Race, Gender, and Responsibility: A Gap Analysis of the
Underrepresentation of Black women in Senior Leadership in the Foreign Service
PRINCIPAL INVESTIGATOR: Jacqueline D. Mourot, Doctoral Candidate
FACULTY ADVISOR: Dr. Adrian J. Donato

You are invited to participate in a research study. Your participation is voluntary. This document
explains information about this study. You should ask questions about anything unclear to you.
PURPOSE
The purpose of this study is to explore the underrepresentation of Black women in Foreign
Service senior leadership positions. I hope to learn how we might overcome some of the
challenges Black women FSOs face regarding career advancement in the Foreign Service.
Ultimately it is my hope that this information will benefit Black women FSOs and other minority
FSOs. You are invited to participate in this study because of your specific role within your
organization, which fits the defined research population of the study.
PARTICIPANT INVOLVEMENT
You are asked to participate in a virtual meeting to be interviewed about the research topic. The
interview is expected to last no more than 60 minutes. All interaction for you is confidential and
anonymous. You will not be named or alluded to in a manner that would provide identification.
While the researcher desires to record the conversation for subsequent confidential and
anonymous transcription so that your responses can be accurately analyzed, such recording is
purely voluntary on your part and is not a condition for participation. The researcher will take
notes as an alternative during the interview as needed.
There is no ‘prework’ necessary for the interview, and it will be held at a time that is to your
convenience and respectful of your schedule and responsibilities.
CONFIDENTIALITY
The members of the research team and the University of Southern California Institutional
Review Board (IRB) may access the data. The IRB reviews and monitors research studies to
protect the rights and welfare of research subjects.
When the findings of the research are published or discussed at conferences, no identifiable
information will be used.
197

Audio recordings, if made, will not have any direct reference to the full name of the participant
and will be used solely for the purpose of analyzing the transcript for relevant content. The
recordings will remain in the sole possession of the research team and will be destroyed not later
than one year from completion and final approval of the study. The study is expected to be fully
completed by April 2023. For this study, the Research Team is the researcher and the Chair of
the researcher’s dissertation committee.
Audio recordings, if made, will not begin until the preliminary and identifying remarks of the
participant are concluded. The researcher will refer to the participant by an arbitrary
identification to maintain confidentiality and anonymity. As a part of the research study, the
recordings will be transcribed by computer-aided transcription software. If a participant desires a
copy of the transcript, it will be provided for review, editing, or declination of participation.
INVESTIGATOR CONTACT INFORMATION
If you have any questions about this study, please contact Jacqueline Mourot, mourot@usc.edu,
or Dr. Adrian J. Donato, adonato@usc.edu.
IRB CONTACT INFORMATION
If you have any questions about your rights as a research participant, please contact the
University of Southern California Institutional Review Board at (323) 442-0114 or email
irb@usc.edu.

USC IRB Information Sheet Template Version Date: 01/30/2021

198

Appendix G: KMO Survey Crosswalk
Appendix G: KMO Survey Crosswalk
Assumed influence Survey item
Knowledge
Stakeholders need to know the
requirements for promotion
to senior levels within the
Foreign Service. (K-F)
Please pick from the list below the requirements for
promotion from mid-level to the Senior Foreign Service (K-
F)
(Pick all that apply from a list)
The process for promotion to Senior Foreign Service is
transparent. (K-F; 4-point Likert)
Stakeholders need to
differentiate between the
concepts of what constitutes
a mentor and a sponsor. (K-
C)
Choose the response that best explains the difference between
what constitutes a mentor and a sponsor. (K-C)
(Pick one that applies from a list)
Stakeholders need to reflect on
their self-awareness and
interpersonal skills. (K-M)
Thinking about a few prior interactions with my colleagues, I
would say a few examples of my self-awareness and
interpersonal skills would be (provide your response, K-M,
open-ended)
Stakeholders need to monitor
their attitudes and
stereotypical behavior. (K-
M)
What do you do to be perceived as having a professional
attitude and behavior? (K-M, open-ended)
Motivation
Stakeholders need to consider
it important for themselves to
build solid and diverse
networks. (Value)
To what degree is it important for you to have mentors to
advance to senior-level FS positions? (Value, degree scale)
To what degree is it important for you to have sponsors to
advance to senior-level FS positions? (Value, degree scale)
To what degree is it important for you to have a gender and
racially diverse professional network? (Value, degree scale)
Stakeholders need confidence
in their ability to succeed at
the next level (Self-efficacy)
To what degree do you feel confident in your ability to
succeed at the senior leadership level? (Self-efficacy,
degree scale)
Organization
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Assumed influence Survey item
Stakeholders need resources
allocated for targeted
leadership development
training. (Resources)
My organization provides leadership development training
that addresses my professional development needs as a
Black woman mid-level FSO. (Resources, 4-point Likert)
Stakeholders need targeted
policies and procedures that
support and encourage their
career growth. (Cultural
settings)
What are three policies or procedures my organization
provides that encourage my career growth as a Black
woman mid-level FSO? (Cultural settings, open)

Stakeholders need to be part of
an inclusive culture that
recognizes and appreciates
diversity. (Cultural models)
I feel my unique background and identity (i.e., my
differences) are valued in the Foreign Service. (Cultural
models, 4-point Likert)
To what extent, if at all, do each of the following State
leadership levels demonstrate a commitment to diversity
and inclusion?
Senior level or political leadership
Bureau leadership
Managers and supervisors
(Cultural models, 4-point Likert)
How effective, if at all, is the State in the following efforts to
promote a diverse workforce that would include the many
communities, identities, races, ethnicities, backgrounds,
abilities, cultures, and beliefs of the American people,
including underserved communities?
Recruiting a diverse FS workforce
Retaining a diverse FS workforce
Promoting a diverse FS workforce
(Cultural models, 4-point Likert for each category)

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Appendix H: KMO Survey Protocol
The following multiple-choice questions will be posed to a sample of mid-level Black
women FSOs via a Qualtrics.com online survey. Parenthetical notations demonstrate the tie to
the conceptual framework and research questions. These notations are for the researcher and
provide the reader with awareness only. They will not appear in the survey presented to
participants. The introduction and questions proceeded as follows:
Welcome to the mid-level Black women FSO leadership survey! Please take a few
minutes to answer questions about Black women and FS career advancement from your
perspective as a mid-level Black woman FSO at the State Department.
Important: Your responses are entirely anonymous and will help drive specific
recommendations to the Foreign Service Director General about how best to support you and
other Black women FSOs to advance to senior leadership positions. Please answer candidly. Via
the following hyperlink, you will find the information sheet for exempt research, which includes
important information about the study and your rights as a study participant. Your completion of
this survey indicates your acknowledgment of the information included in the information sheet
for exempt research.
You will also have the opportunity to volunteer for an individual interview on this topic
to share more in-depth insights and perspectives. Let’s get started!
Questions
1. (Knowledge, factual) The process for promotion to Senior Foreign Service is
transparent (strongly disagree, disagree, agree, or strongly agree).
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2. (Knowledge, factual) Please select from the list below the statements that correctly
identify requirements for promotion from mid-level to the Senior Foreign Service.
Select all that apply.
• Demonstrated ability to perform at or above the standard of performance of
other members at the same grade in your cone.
• Have served at least one domestic tour after tenure.
• Demonstrated potential to serve effectively at the highest levels of
responsibility.
• Have served in at least one hardship post in the previous seven years.
• Be recommended for promotion by the Senior Commissioning Board.
• Have a specialization in one regional bureau.
• Demonstrate the necessary substantive knowledge, leadership, managerial,
intellectual, interpersonal, and foreign language skills, and abilities to direct
from senior positions the effective promotion of U.S. interests.
3. (Motivation, self-efficacy) Describe the degree to which you feel confident in your
ability to succeed at the senior leadership level on a scale of 1(no confidence) to 4
(very confident).
4. (Knowledge, metacognitive) Thinking about a few prior interactions with my
colleagues, I would say a few examples of my self-awareness and interpersonal skills
would be (provide you response, open)
5. (Knowledge, metacognitive) What do you do to be perceived as having a professional
attitude and behavior? Open
202

6. (Knowledge, conceptual) Choose the response that best explains the differences
between mentors and sponsors.
• A mentor gives you advice, and a sponsor uses their position to help your
career.
• A mentor is a friend who gives you professional advice, and a sponsor is a
supervisor who gives you advice and support.
• A mentor is a more experienced person who gives you help and advice on
decision-making and career choices, and a sponsor is a more senior-level
person who actively uses their power and position to help you advance your
career or other goals.
• Mentors and sponsors are the same, they both give you advice and support
your career goals.
6. (Motivation, value) To what degree is it important for you to have mentors to advance to
senior-level FS positions? Strongly disagree, disagree, agree, or strongly agree.
7. (Motivation, value) To what degree is it important for you to have sponsors to
advance to senior-level FS positions? Strongly disagree, disagree, agree, or strongly
agree.
8. (Motivation, value) To what degree is it important for you to have a gender and
racially diverse professional network? Strongly disagree, disagree, agree, or strongly
agree.
9. (Organization, resources) My organization provides leadership development training
that addresses my professional development needs as a Black woman mid-level FSO.
Strongly disagree, disagree, agree, or strongly agree.
203

10. (Organization, cultural models) I feel my unique differences as a Black woman mid-
level FSO are valued in the FS. Strongly disagree, disagree, agree, or strongly agree.
11. (Organization, cultural settings) What are three policies or procedures my
organization provides that encourage my career growth as a Black woman mid-level
FSO? Please list below.
•
•
•
12. (Knowledge, metacognitive) What do you do to be perceived as having a professional
attitude and behavior? Open
13. (Organization, cultural models) To what extent, if at all, do each of the following
state leadership levels demonstrate a commitment to diversity and inclusion? Select one
answer each (To no extent at all, to a small extent, to a moderate extent, or to a great
extent).
• senior level or political leadership:
• bureau leadership
• managers and supervisors
15. (Organization, cultural models) How effective, if at all, is DoS in the following
efforts to promote a diverse workforce that would include the many communities,
identities, races, ethnicities, backgrounds, abilities, cultures, and beliefs of the
American people, including underserved communities? Select one answer each for A,
B, and C (To no extent at all, to a small extent, to a moderate extent, to a great
extent).
204

• Recruiting a diverse FS workforce
• Retaining a diverse FS workforce
• Promoting a diverse FS workforce
Transition
For the last five questions, please provide some information about yourself and your
tenure as an FSO.
16. (Demographic) Do you self-identify as a Black or African American woman?
• Yes
• No
16. (Demographic) Please select the highest level of education you have completed.
• bachelors
• masters
• doctorate
17. (Demographic) How many years have you been in the Foreign Service? (open)
18. (Demographic) What is your grade?
• FS-01
• FS-02
19. (Demographic) Are you an FS generalist?
• yes
• no
20. (Demographic) What is your cone?
• consular
• economic
205

• management
• political
• public diplomacy
If you would like to volunteer for an individual interview on this topic to share more in-
depth insights and perspectives, please click here. Thank you!

206

Appendix I: KMO Interview Crosswalk
Assumed influence Interview item
Knowledge
Stakeholders need to know the
requirements for promotion to
senior levels within the Foreign
Service. (K-F)
Suppose I were a new mid-level FSO, and I asked you
what the requirements for promotion to Senior FS
are. What would you tell me? (K-F)
Probe: For example, what are some of the boxes you
need to check to be considered for the SFS?
Stakeholders need to differentiate
between the concepts of what
constitutes a mentor and a sponsor.
(K-C)
Can you describe to me what a mentor is? (K-C)
Probe: Can you tell me about your experience with
mentors in the FS?
Can you describe for me what a sponsor is? (K-C)
Probe: Can you tell me about your experience with
sponsors in the FS?
Stakeholders need to reflect on their
self-awareness and interpersonal
skills. (K-M)
What does a successful FS career look like to you? (K-
M)
Tell me, in detail, about what you have done to work
toward a successful FS career, as you described. (K-
M)
Stakeholders need to monitor their
attitudes and stereotypical behavior.
(K-M)
Describe for me what makes a good leader. (K-M)
Tell me about what you have done to prepare yourself
for leadership positions. (K-M)
Tell me about a time when your identity as a Black
woman impacted your career, if at all. (K-M)
Probe: How did you have to adapt or change your
attitude or behavior in the situation, if at all?
Motivation
Stakeholders need to consider it
important for themselves to build
solid and diverse networks. (Value)
Can you tell me about some of your reasons for
building networks in the FS? (Value)
Probe: Tell me about your experience networking in
the FS.
207

Assumed influence Interview item
How valuable is it for you to build diverse networks?
(Value)
Probe: What does a “diverse” network look like to
you?
Stakeholders need confidence in their
ability to succeed at the next level
(Self-efficacy)
Can you describe how confident you are in your ability
to succeed at the Senior Foreign Service level? (Self-
efficacy)
Probe: How confident are you on a scale of 1 to 4,
with 1 being no confidence and 4 being very
confident? (2 = somewhat confident; 3= confident)
How do you feel about your ability to lead? (Self-
efficacy)
Organization
Stakeholders need resources allocated
for targeted leadership development
training. (Resources)
Can you describe in detail what kind of leadership
development training you think would be most useful
to you as a Black woman FSO? (Resources)
Probe: To your knowledge, does this kind of training
already exist in the FS?
Can you talk to me about any ways the DoS might be
trying to allocate resources for more targeted
training, like you described? (Resources)
Stakeholders need targeted policies
and procedures that support and
encourage their career growth.
(Cultural settings)
Can you describe the Department policies and
procedures that have enhanced your career growth, if
any? (Cultural settings)
Probe: What has the Department done that has
positively impacted your career growth, if anything?
Can you describe what Department policies and
procedures that have hindered your career growth, if
any? (Cultural settings)
Probe: What has the Department done that has
negatively impacted your career growth, if anything?
Stakeholders need to be part of an
inclusive culture that recognizes
and appreciates diversity. (Cultural
models)
Suppose, as a Black female FSO, I didn’t know
anything about the FS culture. What would you tell
me about any unspoken rules or practices I need to
know to succeed? (Cultural models)
Some would say there is no such thing as
discrimination in the FS when it comes to selection
208

Assumed influence Interview item
for senior leadership positions. What would you say
to them? (Cultural models)
How would you describe DoS support for an inclusive
culture that recognizes and appreciates diversity?
(cultural models). Probe: Can you share examples of
this support?

209

Appendix J: KMO Interview Protocol
The following questions will be posed to 10–15 mid-level Black women FSOs. Questions
are predetermined, but a semi-structured interview approach will be used to leave room for
probes and follow-up questions. Parenthetical notations demonstrate the tie to the conceptual
framework and research questions. These notations are for the researcher and provide the reader
with awareness only. They will not be stated in the interview. Each interview will proceed as
indicated below.
Introduction to the Interview
Thank you for agreeing to participate in my study. I appreciate the time you have set
aside to answer my questions. As I mentioned in my introductory e-mail, your participation in
the interview is voluntary and should take no more than 60 minutes. Does that still work for you?
I hope you had a chance to review the study information sheet provided to you in advance
of our interview today. I’m happy to answer any questions you might have. At this time, I’d like
to highlight a few of the points covered, namely that I am a doctoral student at USC working on
my dissertation study on the underrepresentation of Black women foreign service officers (FSOs)
and the factors influencing their advancement to senior leadership positions. I am talking to
multiple mid-level Black women FSOs to learn more about this.
Also, as stated in the study information sheet I provided to you previously, this interview
is confidential. Your name will not be shared with the Department or anyone other than myself
and my Dissertation Chair if requested. The data for this study will be compiled into a report,
and while I may include direct quotes, no data will be directly attributed to you. I will use a
pseudonym to protect your confidentiality and will try my best to de-identify any of the data I
gather from you. I am happy to provide you with a copy of my final paper if you are interested.
210

Please let me know if you have any questions about the study information sheet, the study, or
any information I’ve shared up to this point.
I’d like to record the interview audio today using an app on my iPhone so that I can
accurately capture what you share with me. The recording is solely for my purposes to best
capture your perspectives and will not be shared. The recording will be deleted after
transcription. May I have your permission to audio record our conversation?
Do you have any questions before we begin?
Opening Question
Alright, so let’s begin by talking about your career trajectory.
1. (Icebreaker) Tell me about your FS career path to date. What motivated you to
join the Foreign Service (FS)?”
Transition
Okay, we talked a bit about your career trajectory. Let’s turn now to career advancement
in the FS.
2. (Knowledge, metacognitive) What does a successful FS career look like to you?
3. (Knowledge, metacognitive) Tell me, in detail, about what you have done to work
toward a successful FS career, as you described.
4. (Knowledge, metacognitive) Describe for me what makes a good leader.
5. (Knowledge, metacognitive) Tell me about what you have done to prepare yourself
for leadership positions.
6. (Motivation, self-efficacy) How do you feel about your ability to lead?
7. (Knowledge, factual) Suppose I were a new mid-level FSO and I asked you what are
the requirements for promotion to senior FSO. What would you tell me?” For
211

example, what are some of the boxes you need to check to be considered for the SFS?
(Probe example: Serve a domestic assignment)
8. (Motivation, self-efficacy) Talk to me about how confident you are in your ability to
succeed at the next level. How confident are you on a scale of 1 to 4, with 1 being no
confidence and 4 being very confident? (2 = somewhat confident; 3= confident)
9. (Knowledge, metacognitive) Tell me about a time when your identity as a Black
woman impacted your career, if at all. How did you have to adapt or change your
attitude or behavior in the situation, if at all?
Transition
Thank you for that. Now that we discussed career advancement in general, let’s shift to
potential tools for career advancement in the FS.
8. (Organization, resources) “Can you describe in detail what kind of leadership
development training you think would be most useful to you as a Black woman mid-
level FSO?”—“To your knowledge, does this kind of training already exist in the
FS?”
10. (Organization, resources) “Can you talk to me about any ways the DoS might be
trying to allocate resources for more targeted training like you described?”
11. (Knowledge, conceptual) “Can you describe for me what a mentor is?”—“Can you
tell me about your experience with mentors in the FS?”
12. (Knowledge, conceptual) “Can you describe for me what a sponsor is?—Can you tell
me about your experience with sponsors in the FS?
13. (Motivation, value) Can you tell me about some of your reasons for building
networks in the FS?—Tell me about your experience networking in the FS.
212

Transition
I appreciate those insights. Now that we’ve talked about tools for career advancement,
let’s turn to the role of diversity and inclusion in career advancement.”
14. (Organization, cultural settings) “Can you describe the Department policies and
procedures that have enhanced your career growth, if any?”—“What has the
Department done that has positively impacted your career growth, if anything?”
15. (Organization, cultural settings) “Can you describe the Department policies and
procedures that have hindered your career growth, if any?”—“What has the
Department done that has negatively impacted your career growth, if anything?”
16. (Organization, cultural models) “How would you describe DoS support for an
inclusive culture that recognizes and appreciates diversity?”—“Can you share
examples of this support?”
17. (Organization, cultural models) “Suppose, as a Black female FSO, I didn’t know
anything about the FS culture; what would you tell me about any unspoken rules or
practices I need to know to succeed?”
18. (Organization, cultural models) “Some would say there is no such thing as
discrimination in the FS when it comes to selection for senior leadership positions.
What would you say to them?”
Transition
Thank you. I’d like to wrap up the interview with a few demographic questions.
19. (Demographic) Please tell me the highest level of education you have completed
(bachelor’s, master’s, or doctorate)?
20. (Demographic) How long have you been in the FS?
213

21. (demographic) What is your cone? Consular, economic, management, political, or public
diplomacy?
Conclusion to the Interview
The interview will conclude with the following: that concludes the interview. Thank you
for your time. I appreciate your willingness to participate in this study. Again, your responses
will be kept confidential, and your identity will be protected. You have my contact information
and can reach out at any time should you have any questions or have anything additional you’d
like to share. And please do let me know if you would like a copy of my final paper. Thanks
again. Good-bye.

214

Appendix K: KMO Document Analysis Protocol
Document analysis will consist of a combination of electronic and hardcopy data
(Merriam & Tisdell, 2016). I will collect and analyze DoS public and internal organizational
documents and artifacts related to DoS demographics and diversity, equity, and inclusion data
and policies to validate KMO influences. Document analysis data will also be used for
triangulation with interview and survey data to develop a deeper understanding of the research
questions and help minimize concerns of biases (Bowen, 2009; Morgan, 2021).

215

Table K1
Document Analysis Protocol
Assumed influences Selected documents Purpose of analysis
Knowledge
Stakeholders need to know
the requirements for
promotion to senior
levels within the Foreign
Service. (K-F)
2021 and 2022 Promotion
Board Recommendations
DoS internal promotion
reports
3rd party validation that
stakeholders of focus do
indeed possess the knowledge
in question
Stakeholders need to
differentiate between the
concepts of what
constitutes a mentor and
a sponsor. (K-C)
DoS internal documents on
FS mentorship and
sponsorship programs
Primary source narratives
published by DoS mentors
and mentees
3rd party validation that
stakeholders of focus do
indeed possess the knowledge
in question
Organization
Stakeholders need
resources allocated for
targeted leadership
development training.
(Resources)
DoS FSI leadership training
catalog
DoS FY22 and FY21 training
budget reports
Assess for validating evidence
that the organization is indeed
providing stakeholders the
training resources necessary
for career advancement.
Stakeholders need targeted
policies and procedures
that support and
encourage their career
growth. (Cultural
Settings)
DoS Promotion Precepts,
procedures, and
requirements
DoS leadership training
policies and requirements
Assess for validating evidence
that the organization does
indeed have targeted policies
and procedures that support
and encourage the career
growth and mid-level Black
women FSOs.
Stakeholders need to be a
part of an inclusive
culture that recognizes
and appreciates diversity.
(Cultural Models)
2021 and 2022 Promotion
Statistics
DoS DEIA reports
DoS DEIA employee survey
data
DoS published FS workforce
images (2019-2022 to
account for 2 yrs of COVID
telework)
Assess for validating evidence
that the organization is indeed
providing stakeholders the
policies and/or procedures
necessary for successful
career advancement from a
cultural model perspective.

216

Appendix L: DoS Targeted Mid-Level Leadership and DEIA Training
Appendix L: DoS Targeted Mid-Level Leadership and DEIA Training
Course # Course title
PT107 EEO/Diversity Awareness for Managers and Supervisors*
PT144 Mitigating Unconscious Bias*
PT176 EEO and Harassment Overview (DL)
BSAPD39A01 Workplace Diversity, Equity, and Inclusion in Action (DL)
APD01A01 Bridging the Diversity Gap (DL)
APD01A02 Overcoming Your Own Unconscious Biases (DL)
LCHR01C23 Compliance Short: Promoting Diversity and Avoiding Discrimination (DL)
ALD02A04 Building a Leadership Development Plan (DL)
AMG02A03 Facing the Management Challenges of Difficult Behavior and Diverse Teams
(DL)
AMG04A05 Fostering Mentoring Relationships (DL)
AST02A01F Management and Leadership Essentials (DL)
BSIYLSA01F Improving Your Leadership Skills (DL)
CHLACH024 Coaching (DL)
BSALD13a02 Leading through Inspiration (DL)
BSALD14a01 Gauging Your Leadership Performance (DL)
BSALD20a01 Women in Leadership: Moving Beyond Gender Roles as a Leader (DL)
BSALD20a02 Women in Leadership: Mastering Key Leadership Competencies (DL)
BSALD20a03 Women in Leadership: Building Your Infrastructure for Leadership (DL)
BSAPD43a01 Adopting New Leadership Mindsets to Drive DEI (DL)
BSLCRSB01 Removing Systemic Bias from Organizational Culture (DL)
PT243 Mid-Level Leadership Program*
PT128 Leading a Diverse Workforce*

217

Appendix M: Professional Development and Inclusive Networking Leadership Program
Immediate Evaluation Tool
The following questions will be asked to evaluate the virtual management training
module. The questions address Levels 1 and 2 of Kirkpatrick and Kirkpatrick’s (2016) model.
Survey items (4-point Likert scale from strongly disagree to strongly agree)
Level 1: Reactions
Engagement
1. I was personally interested/motivated to participate in this program.
2. I had the necessary prerequisite knowledge for completing this program.
Relevance and Satisfaction
1. The program allowed me to relate my existing knowledge to new knowledge gained
in the program.
2. The program was a valuable use of my time.
Level 2: Learning
1. The program increased my knowledge about SFS promotion requirements.
2. The program increased my knowledge about strategies for career planning using the
SFS requirements.
3. After the training, I feel more confident about my ability to network with senior
leaders.

218

Appendix N: Professional Development and Inclusive Networking Leadership Program
Blended Post-Program Delayed Evaluation Form
This evaluation should be used 2 months after the completion of Part I of the program
and 6 months after the completion of Part II. The questions address Levels 1, 2, 3, and 4 of
Kirkpatrick and Kirkpatrick’s (2016) model.
Level 1: Reactions
Engagement
1. The program improved my understanding of the requirements for promotion to the
SFS.
2. I have been prioritizing network-building activities.
Relevance and Satisfaction
1. I feel the information gained in the program has been relevant to my daily work.
2. The program was a valuable use of my time.
Level 2: Learning
1. I feel the program increased my knowledge about strategies for career planning using
the SFS requirements.
2. I am committed to building diverse networks.
Level 3: Behavior
1. My use of career planning strategies based on the SFS requirements has increased
since attending the program.
2. I have used at least one of the strategies from the program to broaden my network.
3. I continue to refer to the If/Then checklist to support the application of the career
planning strategies I learned.
219

Level Four: Results
1. I have made progress on my goals since attending the program.
2. I use career planning strategies based on the SFS requirements since attending the
program.
3. I have a growing network of diverse senior-level sponsors.
4. As a consequence of my training in this program, I now serve in a position of
senior leadership.
Open-Ended Response
1. What did you find most beneficial about the program? How would you improve
it?
2. Briefly describe how you will take personal responsibility for using the skills and
knowledge you have gained in this program. What support will you require to
improve your new skills?

220

Appendix O: Data Analysis Report Video
Video screen shots and transcript: Click to watch the video:
https://share.synthesia.io/4f82bbe9-2cc4-49f9-b080-9c9137467841

Hi Colleagues,
My name is Evelyn from GTM, and it is my pleasure to briefly share with you key results
from our professional development and inclusive networking leadership program. We look
forward to your questions and feedback.
221

The following results include cumulative data collected over the course of the program,
in addition to immediate post-program evaluation data. Additional data will be presented in 6
months once the final delayed evaluation is complete. The results to date are very encouraging.
As you can see, of the 50 mid-level Black women FSOs who participated in this first edition of
the program, 80% have already successfully used the SFS promotion requirements checklist to
either create a career action plan or to successfully lobby for a more senior position. 85% of the
10 participants in the sponsorship pilot program indicated that their sponsorship relationship will
continue post-program and or that they have also secured additional sponsors from diverse
backgrounds.
222

From an organizational standpoint, we’ve already begun to receive positive press on this
program and the Department’s commitment to developing minority leaders; and we’re seeing a
slight uptick in the number of Black women registering to take the Foreign Service Officer Test.

Thank you for watching this brief video presentation. More information on the program
and results can be found on the GTM professional development dashboard. We will send out a
223

notice once the dashboard is updated with our Success Case data following the analysis of the
delayed evaluation results.
Thank you for your interest in supporting the next generation of diverse leaders at the
Department of State.
224

Appendix P: Data Analysis Dashboard and Success Case Method Profile Report

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Asset Metadata

Creator Mourot, Jacqueline D. (author)

Core Title Navigating race, gender, and responsibility: a gap analysis of the underrepresentation of Black women in foreign service leadership 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 04/24/2023

Defense Date 03/21/2023

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

Tag Black women,concrete ceiling,diversity and inclusion,glass ceiling,intersectionality,leadership development,OAI-PMH Harvest,senior leadership

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Donato, Adrian (committee chair), Foulk, Susanne (committee member), Robles, Darline (committee member)

Creator Email jdmourot@gmail.com,Mourot@usc.edu

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