Black brilliance in leadership: increasing the number of Black women in the senior executive service

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Content Black Brilliance in Leadership: Increasing the Number of Black Women in the Senior Executive
Service
by
Monique S. Toussaint
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
August 2024

© Copyright by Monique S. Toussaint 2024
All Rights Reserved

The Committee for Monique S. Toussaint certifies the approval of this Dissertation
Eric Canny
Thea Miller-Smith
Kimberly Hirabayashi, Committee Chair
Rossier School of Education
University of Southern California
2024

iv
Abstract
The purpose of this study was to identify the environmental influences that positively impact the
increase in the number of Black women in senior executive service positions. Social cognitive
theory (SCT) was the theoretical foundation applied to this dissertation. Two research questions
guided this study: 1) What environmental factors have influenced the career progression of Black
women in SES positions? 2) How has mentorship or coaching influenced the experiences of
Black women in SES positions, if at all? The evaluation of the research questions was conducted
using a qualitative research design with semi-structured interviews as the primary research
method. 11 Black women who are in senior executive positions across the United States federal
government and members of the target population were interviewed. For research question 1,
environmental factors such as societal expectations, leadership, peer groups, training, faith, and a
support system, were most common among the participants to have influenced their career
progression. For research question 2, the push for advancement, the identity of and access to
coaches and mentors, affiliation with affinity groups, and the current stance on mentoring played
a pivotal role for some of the executives interviewed. There are four recommendations identified
to address the findings: (1) embed sustainable DEIA practices into agency strategic plans (2)
increase resources to provide training for a diverse pool of senior executive service candidates,
(3) integrate diversity, equity, and inclusion (DEI) practices into training and performance plans
of senior leadership, and (4) provide access to diverse mentors and/or coaches.
Keywords: Affinity groups, Black women in leadership, career development program,
coaching, DEI, DEIA, diverse leadership, diversity, employee resource groups, ERGs, equity,
executive coaching, inclusion, inclusive leadership, intersectionality, lack of representation,
mentoring, organizational culture, senior executive service, SES, Black women in the SES

v
Dedication
To my grandparents Clarence and Rose Scipio, I started this program while you were both alive
and it breaks my heart that you are both not here to see it come to fruition. I am eternally grateful
for your support while you were living. Grandaddy, I know if you were alive, you would be
walking around telling all of St. Thomas and St. John that your granddaughter got her doctorate.
Granny Rose, I know you kept me in prayer throughout this program. I love and miss you both.
To my grandparents Mikey Toussaint and Mabel Spence, I believe you are both in heaven
beaming with pride. Grandpa, I can hear you bragging that “She’s a Touss!” and Granny Mabel,
I can feel your joy in my accomplishment. Thank you for the family of supporters that you
created. Your legacy of love and laughter lives on.
To my parents Michael and Jennifer Toussaint, thank you for your continual support. I felt like I
was still a student living at home during this program emailing my transcript like I was bringing
home a report card. You were parenting from afar. Mommy, thank you for the prayers and
pushing me to do my work. Daddy, thank you for your prayers and comedic relief when I was
overthinking and stressing myself out. I thank you both for everything you have done to foster
my love of learning, natural inquisitiveness, and strong desire for academic excellence.
To Mrs. Cecilia M. Walters-Smith, you will forever be my favorite teacher, coach, and adviser. I
only wish you were here to see how much I have accomplished since we met when I was a
freshman at Charlotte Amalie High School. You poured into me as a student and built me as a
leader. I am forever grateful for your passion and belief in me.

vi
Acknowledgments
First, I want to thank God. The scripture, Ephesians 3:20, states “Now unto him that is
able to do exceedingly, abundantly, above all that we ask or think, according to the power that
worketh in us.” Without God, this dissertation would not have been possible. Thank you Jesus.
Next, I would like to thank my Dissertation Chair Dr. Kimberly Hirabayashi for being my
guiding light and sounding board. To Dr. Eric Canny, Dr. Jessica DeCuir-Gunby, and Dr. Thea
Miller-Smith, thank you for pushing me to produce a paper that demonstrates the value of
diversity in leadership and includes ways to systematically promote change for Black women in
pursuit of leadership in the federal government.
To my study group, especially my Night Writers Crew, thank you for the laughs,
guidance, encouragement, and safe space to complete this program.
Thank you Cohort 19 members and USC professors who took this journey with me.
Thank you to my family who continues to support me in my endeavors, and my mentees,
Ashley and Angel Major, who push me to be better because I know you are watching.
I want to send a special thank you to these friends who prayed, gave feedback, held me
accountable, and helped me to become Dr. Mo (Stephen A. Barry, MPH, Neisha Warner,
Shamanda Osby, Dr. Bernadette Gailliard, and the Nurses Ministry at the Greater).
I would also like to thank Tammi Fergusson, Kimberly Watkins-Foote, Beatriz Ceja,
Michelle McGriff, and Danielle Ridley for your assistance with outreach to secure participants.
Last, but definitely not least, I would like to thank my phenomenal study participants for
your time, transparency, and takeaways. I am inspired by your journeys and appreciative of the
sacrifices you have made to carve a path for brilliant Black women to join the ranks of SES.
Correspondence concerning this dissertation can be addressed to DrMotouss@gmail.com.

vii
Table of Contents
Abstract iv
Dedication v
Acknowledgments vi
Table of Contents vii
List of Tables ix
List of Figures x
List of Abbreviations xi
Chapter One: Introduction to the Study 1
Context and Background of the Problem 1
Purpose of the Project and Research Questions 3
Importance of the Study 3
Overview of Theoretical Foundation and Methodology 4
Definitions 5
Organization of the Dissertation 6
Chapter Two: Literature Review 7
History of the Senior Executive Service 7
Environmental Factors that Influence Diversity in Leadership 15
Strategies to Increase the Number of Black Women in the SES 19
Theoretical Foundation 22
Summary 23
Chapter Three: Methodology 26
Research Questions 26
Overview of Design 26
Research Setting 27
The Researcher 27
Data Sources 28
Data Collection Procedures 29
Validity and Reliability 30
Ethics 30
Chapter Four: Findings 31
Participants 31
Research Question 1: What environmental factors have influenced the career progression of
Black women towards SES positions? 33

viii
Research Question 2: How has mentorship or coaching influenced the experiences of Black
women in SES positions, if at all? 45
Summary of Findings 54
Chapter Five: Recommendations 55
Discussion of Findings 55
Recommendations for Practice 59
Limitations and Delimitations 65
Recommendations for Future Research 65
Conclusion 66
References 68
Appendix A: Interview Protocol 75
Appendix B: Information Sheet for Exempt Research 78

ix
List of Tables
Table 1: Diversity of Biden Agency Appointees in the first 100 Days 9
Table 2: Participant Data 32

x
List of Figures
Figure 1: Racial Diversity of Federal Workforce by Level 2
Figure 2: Political Appointees by Gender: 1993 – 2013 11
Figure 3: Female Political Appointees by Racial Minorities: 1993 – 2013 12
Figure 4: Senior Executive Service by Gender: 1993 – 2013 12
Figure 5: Political Appointees by Racial Minorities: 1993 – 2013 13
Figure 6: Senior Executive Service by Racial Minorities: 1993 – 2013 13
Figure 7: Female Senior Executive Service by Racial Minorities: 1993 – 2013 14

xi
List of Abbreviations
AAFEA African American Federal Executive Association
BIG Blacks in Government
CDP Candidate Development Program
CSRA Civil Service Reform Act
DEI Diversity, Equity, and Inclusion
DEIA Diversity, Equity, Inclusion, and Accessibility
ECQ Executive Core Qualification
EEOC Equal Employment Opportunity Commission
GAO Government Accountability Office
OPM Office of Personnel Management
PL Public Law
PMA President’s Management Agenda
POC People of Color
SCT Social Cognitive Theory
SES Senior Executive Service
US United States
USC United States Code

1
Chapter One: Introduction to the Study
The United States (US) Government is one of the largest employers in the Nation with a
workforce of 1.9 million civilian workers (Office of Personnel Management, 2022). However, its
leadership cadre, known as the senior executive service (SES), is not as diverse as the US
population served by the federal government (Partnership for Public Service, 2021). According
to the Equal Employment Opportunity Commission (EEOC, 2020), women and minorities have
been historically underrepresented and continue to lag in acquiring SES positions. This disparity
widens even more when you look at the percentage of Black women who hold career SES
positions. To date, White males are the largest group of career SES members with 52.7% of the
population compared to Black women who represent 5.6% of career SES positions (EEOC,
2020). This lack of diversity, equity, inclusion, and accessibility in the federal workforce is such
a prevailing concern that President Biden issued Executive Order 14035 on June 25, 2021,
directing agencies to generate and implement plans to rectify this issue (White House, 2021b).
Additionally, this is a problem because a lack of diversity in leadership has profound effects on
organizational culture particularly as it leads to a lack of inclusion in decision-making (Tuck &
Yang, 2014). Federal leaders make decisions that affect the livelihood of the Nation. Not
addressing this problem is a missed opportunity to capitalize on the talent and cultural insight
that having Black women in the SES can bring to the decision-making of the government. A lack
of diversity in leadership results in an inability to provide equitable opportunities to
underrepresented communities that the federal government is called to serve.
Context and Background of the Problem
The federal workforce is one of the nation’s largest employers with an estimated 1.9
million civilian workers as documented by the Office of Personnel Management (OPM, 2022).

2
This composition is reflective of the nation’s population with 46.7% of the full-time federal
workforce being people of color, but the leadership with 22.7% of career SES being people of
color is not as diverse. The figure below displays the breakdown of diversity in senior leadership
(Partnership for Public Service, 2021).
Figure 1
Racial Diversity of Federal Workforce by Level
This figure shows that although the number of federal employees that are people of color
(POC) and White is almost equal at the entry-level grades, 46.7% and 52.9% respectively, the
number of federal employees that are POC (22.7%) who are career SES versus those that are
White (77.2%) are considerably less. To take a deeper dive into these numbers, the composition
of the career SES workforce includes 52.7% White men, 23% White women, 5.6% Black
women, 5.3% Black men, and less than 3% each in other races (EEOC, 2020).
This gap in diversity in SES leadership is particularly concerning because the senior
executive service was created to “...ensure that the executive management of the Government of
the United States is responsive to the needs, policies, and goals of the Nation and otherwise is of
the highest quality” (EEOC, 2020). Not having diverse leadership means that there is a
possibility that the voices of the underrepresented communities that the federal government is

3
called to serve are not being heard and/or considered (Tuck & Yang, 2014). This is a missioncritical problem to address.
Furthermore, when it comes to diversity in the federal government, “race and gender are
typically the most common elements considered in diversity initiatives, but they…are often
treated separately, without respect for intersectionality,” (Borry et al., 2021, p. 395). This lack of
consideration for intersectionality is what creates a challenge for minority women and for the
purposes of this study, Black women, to advance professionally. Therefore, this study aimed to
address both the racial and gender diversity gap and focus on factors that contribute to increasing
the number of Black women in SES positions.
Purpose of the Project and Research Questions
The purpose of this study was to identify the environmental influences that positively
impact the increase in the number of Black women in senior executive service positions.
The research questions that guide this study were:
1. What environmental factors have influenced the career progression of Black women
towards SES positions?
2. How has mentorship or coaching influenced the experiences of Black women in SES
positions, if at all?
Importance of the Study
This problem of practice is important to address because decisions being made by a lack
of diverse leadership tend to exclude the voice of those not at the table (Tuck & Yang, 2014). At
the federal level where decisions are being made that affect the livelihood of the Nation in
varying capacities, it is essential that there is representation from underrepresented minorities.
Furthermore, having diverse senior leaders is critical because they make decisions about hiring,

4
promotions, and firing that affect the diversity of the workforce (EEOC, 2020). Not changing the
composition of the leadership only perpetuates the cycle of not having diverse leadership.
This particular study examined the intersection of race and gender and the need for more
Black women in SES positions. Both of those factors, being Black, and being a woman, put
Black women at the intersection of two underrepresented minority classifications. This may be
interpreted as a “double jeopardy” because of the effects of racism and sexism encountered by
Black women (Hackett & Byars, 1996). Therefore, this study intended to identify the
environmental influences that positively impact the increase in the number of Black women in
senior executive service positions.
Overview of Theoretical Foundation and Methodology
The theoretical foundation guiding this dissertation is social cognitive theory (SCT).
Created by Albert Bandura, this theory focuses on the experiences of individuals, their
interactions with others, and the impact of the environment on individual behaviors (Bandura,
1978). SCT states that the intersection of these three factors informs the social cognition,
behavior, and self-efficacy of individuals (Bandura, 2000). Theoretically, humans build their
perception of their skills and abilities in conjunction with what they experience and how they are
treated by people in their environments (Bandura, 2000). Therefore, for this study, SCT is
appropriate because it allowed for the examination of the professional conditions in federal
agencies, the actions of senior leaders, and the impact on the SES aspirations and career
behaviors of Black women in the federal government.
The study was supported by a methodology that comprised of a qualitative research
design. Using personal interviews of Black women in senior leadership in the federal
government, this design aided in the analysis of current practices in the federal government to

5
address the lack of racial and gender diversity in its SES leadership.
Definitions
The following terms and definitions reflect the terms and definitions outlined in Exec.
Order No. 14035 (2021) on Diversity, Equity, Inclusion, and Accessibility as applicable.
Because the primary stakeholder is the federal government, aligning the definitions of the study
with what has been provided allowed for cohesion when providing the recommendations.
Agency
“Any authority of the United States that is an “agency” under 44 U.S.C. 3502(1), other
than one considered to be an independent regulatory agency, as defined in 44 U.S.C. 3502(5),”
(Exec. Order No. 14035, 2021).
Diversity
“The practice of including the many communities, identities, races, ethnicities,
backgrounds, abilities, cultures, and beliefs of the American people, including underserved
communities,” (Exec. Order No. 14035, 2021).
Equity
“The consistent and systematic fair, just, and impartial treatment of all individuals,
including individuals who belong to underserved communities that have been denied such
treatment,” (Exec. Order No. 14035, 2021).
Inclusion
“The recognition, appreciation, and use of the talents and skills of employees of all
backgrounds,” (Exec. Order No. 14035, 2021).
Senior Executive Service (SES)

6
A premier category of senior leaders in the Federal Government that was created to
“...ensure that the executive management of the Government of the United States is responsive to
the needs, policies, and goals of the Nation and otherwise is of the highest quality,” (OPM,
n.d.5).
Organization of the Dissertation
This dissertation is organized into 5 chapters. Chapter One introduces the study. Chapter
Two examines relevant literature, identifies themes, and connects the research to practice with a
conceptual framework. Chapter Three details the methodology, data collection, and research
questions. Chapter Four discusses the findings as it pertains to the research questions. Chapter
Five presents the recommendations for the problem of practice, lists any limitations, and makes
suggestions for future researchers.

7
Chapter Two: Literature Review
The literature review will discuss the history and demographics of the senior executive
service, environmental factors that impact the pursuit of career SES positions by Black women,
and strategies to increase the number of Black women in leadership. The discussion of these
areas will be followed by a description of the theoretical foundation and a summary that
highlights the main points from the review.
History of the Senior Executive Service
Established by Title IV of the Civil Service Reform Act (CSRA) of 1978 (P.L. 95-454,
October 13, 1978) the senior executive service (SES) became operational on July 13, 1979
(OPM, n.d.5). This cadre of senior executives was created to consist of federal leaders that
demonstrated executive skills, understood the operations of the government, and shared its
values (OPM, n.d.5). The purpose of the SES is to "ensure that the executive management of the
Government of the United States is responsive to the needs, policies, and goals of the nation and
otherwise is of the highest quality," (OPM, n.d.5). SES members are responsible for not just their
individual performance, but the performance of their respective organizations (OPM, n.d.5).
Agencies are responsible for executive resource management and OPM is responsible for
oversight of senior leadership across the government (OPM, n.d.5).
Historically, the composition of the SES has been a place of improvement for the federal
government. This leadership corps of the government is comprised of executives from across all
the federal agencies and it consists of two types of positions – career reserved and general
positions (OPM, n.d.6). Of these types, the vast majority, over 7,000 of approximately 8,000 SES
positions, are career reserved positions, which are just as named, positions reserved for career
employees (OPM, n.d.4). When the demographics of those 7,000+ SES members are analyzed,

8
the gap between white SES members and other races has remained significant enough for several
administrations to feel the need to create initiatives, executive orders, etc. to try to close it
(EEOC, 2020).
As the primary agency responsible for government leadership practices, OPM has had to
continually evolve in its implementation of various laws, executive orders, and/or regulations to
address the lack of diversity in leadership in the government (Carey, 2012). In 2003, President
George W. Bush created an initiative to address the lack of diversity in the senior executive
service. The Senior Executive Service Candidate Development Program (SESCDP) was created
to provide training for eligible employees in pursuit of SES positions (OPM, n.d.2). This
program, originally housed at OPM, is now found at many agencies in an effort to increase
diversity in the SES across the government (OPM, n.d.2).
Another administration that established regulations to diversify the federal workforce was
the Obama administration. In 2011, President Barack Obama instituted Executive Order No.
13583 to address diversity and inclusion in the federal workforce (Borry et al., 2021). This
executive order as well as a hearing on the SES held by the Senate Committee on Homeland
Security and Governmental Affairs’ Subcommittee on Oversight of Government Management,
the Federal Workforce, and the District of Columbia in March 2011 to evaluate the current state
of the SES further emphasized the need for diversity. During expert testimony at the hearing, all
three witnesses articulated that recruiting, career development, diversity, and the SES pay system
were all in need of improvement (Carey, 2012).
Current Administration Support for DEIA
While there have been multiple reiterations of legally mandated initiatives and programs
to diversify the leadership of the federal workforce, the composition of the SES still has not

9
demonstrated substantial growth toward becoming a more diverse body (Carey, 2012). OPM
continues to receive direction from political leadership to enhance the composition of the federal
workforce by race, gender, sexual orientation, religious affiliation, and disability. Led by
President Joe Biden and Vice President Kamala Harris, the current Administration has been at
the helm of creating a historically diverse federal workforce (White House, 2021a). According to
the Office of Presidential Personnel, “more than half of all Biden appointees are women, and half
identify as non-white – numbers that set a new bar for future Administrations” (White House,
2021a).
Of the approximately 1,500 agency appointees hired by President Biden in the first 100
days of the Administration, the inclusion of diverse populations is evident. The breakdown for
diversity from the fact sheet (White House, 2021a) is represented in the table below.
Table 1
Diversity of Biden Agency Appointees in the first 100 Days
Population Percentage
Women 58
Black or African American 18
Latino or Hispanic 15
Asian American or Pacific Islander 15
Identify as LGBTQ+ 14
Veterans 4
Middle Eastern or North African 3
Identify as disabled or having a disability 3
American Indian or Alaska Native 2

10
This breakdown is just the beginning of the Administration. It continues to evolve in how it
demonstrates diversity in leadership and promotes an equity agenda.
In addition to diversifying the Presidential appointees, the Biden Administration also
required federal agencies to diversify their workforce by issuing Executive Order No. 14035 on
June 30, 2021 on Diversity, Equity, Inclusion, and Accessibility (DEIA) in the Federal
Workforce (Exec. Order No. 14035, 2021). There was also the creation of a strategic plan and
specific agency leaders were appointed to lead the charge (White House, 2021b). The
development of a mission and vision statement for DEIA for the government further cemented
the Administration’s commitment to equity. This statement highlights a commitment to working
across agencies, embracing the diversity of the nation, and promoting equity to showcase the
federal government as a model employer (White House, 2021b). The Administration even
created a webpage, Advancing Equity and Racial Justice Through the Federal Government, to
showcase its equity efforts to the public, promote transparency, and hold agencies accountable
for the equity plans that they submitted (White House, n.d).
Finally, the President’s Management Agenda (PMA) highlights the key performance
priorities for the government with its number one priority being strengthening and empowering
the federal workforce (PMA, n.d). In this performance plan, the Biden-Harris administration uses
an interactive website to track their progress. It outlays measurable directives from OPM and the
responsible agencies that will lead the charge (PMA, n.d.). Success metrics include but are not
limited to attracting and hiring a diverse workforce, engaging and empowering all employees to
create a more inclusive and equitable work environment, and creating a space for employees to
feel empowered to thrive in their careers (PMA, n.d.). There is even a metric to “increase the
number of SES leaders with DEIA outcomes in their individual performance goals” (PMA, n.d.).

11
These metrics are common practices for recruiting and retaining diverse employees. A diverse
workforce with the right systems in place will inherently lead to a diverse leadership cadre.
Having a diverse staff to train and promote is essential to ensuring that they are qualified and
eligible to pursue and secure SES positions (Kohli et al., 2011). One is a supply chain for the
other, but first, it is important to identify the impact of leadership on diversity.
Trends in SES Leadership
Recognizing the trends in leadership by the various Administrations is important to
decipher the connections between Presidential actions and the impact on diversity in the SES.
Anestaki et al. (2019) discusses the alignment of Presidential appointments with SES leadership.
The following figures from Anestaki et al. (2019) show the correlation between the Presidential
appointees and SES leadership during a portion of the Clinton, Bush, and Obama administrative
years (1993 – 2013).
Figure 2
Political Appointees by Gender: 1993 - 2013

12
During the George W. Bush years (2001 – 2009), there was an increase in male political
appointees and a decrease in female political appointees. The correlation to this change is also
reflected in the diversity of the female appointees during the same time and pictured below.
Figure 3
Female Political Appointees by Racial Minorities: 1993 – 2013
During the Clinton and Obama Administrations, there was an increase in racial female
appointees compared to the Bush Administration (2001 – 2009), where there was a decrease.
Figure 4
Senior Executive Service by Gender: 1993 – 2013.

13
There was also a decline in the number of racial minority political appointees in the Bush years
followed by an increase in the Obama Administration, especially in Black appointees.
Figure 5
Political Appointees by Racial Minorities: 1993 – 2013.
The pattern of the political appointee leadership is reflected in the SES leadership, but the change
is not as notable. However, the pattern remains the same. There is a decline in racial minorities in
the SES during the Bush years, followed by an increase in Black SES members during the
Obama Administration.
Figure 6
Senior Executive Service by Racial Minorities: 1993 – 2013.

14
Finally, the racial minority allotment for female SES members is consistent with the
previous two figures that show the same pattern during the Bush and Obama Administrations. It
is important to note the low number of racial minority female SES members across all three
Administrations (Anestaki, et al., 2019). The necessity to continue to diversify the SES corps,
especially as it pertains to race and gender is reflected in this figure. Outside of Black women,
other populations of racially diverse women have yet to attain a percentage of 5% or higher in
the number of SES positions held. While this study is focused on emphasizing the need to
increase the number of Black women in SES positions, there continues to be an overarching need
to gain more racial minority female SES members as a whole.
Figure 7
Female Senior Executive Service by Racial Minorities: 1993 – 2013.

15
It is important to highlight the correlation between the political appointees and diversity
in SES candidates because Presidential leadership is a key factor in the environment for the SES
corps (Anestaki et al., 2019). Doherty & Limbocker (2019) reveal that the actions of any
Administration influence the top tier of the government workforce including turnover in the SES.
Nevertheless, while policies may change, there is a consistent need for diversity in leadership so
that the government can reflect the diversity of the American people (Borry et al., 2021).
Environmental Factors that Influence Diversity in Leadership
Not only must the SES leadership team reflect a diverse population, the team must also
create and uphold an environment that is conducive to the successful recruitment and retention of
diverse employees (Kohli et al., 2011). The environment must be void of glass ceilings, have
clear and intentional paths to executive leadership, and support the overall well-being of all
employees. In the federal government, there is a lack of eligible diverse candidates for SES
positions for a variety of reasons, one being that many of the employees from underrepresented
groups are not hired to fulfill professional positions (Partnership for Public Service, 2020).
According to OPM’s FedScope data, Black and other employees of color make up 53% of

16
clerical positions but only 32% of the professional workforce (Partnership for Public Service,
2020). These numbers are especially true for Black women, who are also most likely to be hired
for clerical positions.
In addition to not being hired for the appropriate professional positions that would lead to
a career trajectory with the potential to be eligible to pursue a position in the SES, there are other
environmental factors to consider. When it comes to Black women in particular, they sit at the
intersection of the highest level of workplace discrimination with race- and gender-based cases
being among the top two charges filed with the U.S. Equal Employment Opportunity
Commission (Anestaki et al., 2019). This makes it imperative for agencies to create inclusive
spaces where bias, explicit and implicit, is recognized and minimized (White House, 2021b).
This starts at the top with the leaders and the culture that they create for employees.
Leadership Culture
At the helm of the necessity to diversify the SES is the leadership at federal agencies. The
organizational culture created by senior leaders in any agency influences the decision of minority
leaders to pursue leadership positions within the federal government (PMA, n.d.). The leader that
creates and/or maintains an environment that acknowledges, celebrates, and integrates diversity,
equity, and inclusion (DEI) is more likely to have a high-performing team (Kohli et.al, 2011).
When it comes to DEI in the federal government, Executive Order 13583 issued by
President Obama emphasized DEI initiatives were created to extend beyond compliance to
include a variety of people as outlined in the definition but rather DEI initiatives should reaffirm
the identity of a person and value their experiences (Borry et al., 2021). The policies and
practices within agencies were to be a concerted effort to “leverage our unique identities and
differences in the name of building high-performing teams, inclusive cultures, and providing

17
fantastic public service,” (Borry et al., 2021, p. 394). Ideally, these initiatives prompted leaders
to acknowledge and address bias in the hiring, promotion, and overall culture of the organization.
Implementation of DEIA Initiatives
The Biden Administration continues to make advancing diversity, equity, inclusion, and
accessibility (DEIA) in the federal workforce a priority according to the Government-Wide
DEIA strategic plan (White House, 2021b). To accomplish this goal, the plan provides
recommendations for agencies to implement in pursuit of advancing DEIA. From the use of skill
assessments, individual development plans, mentoring, and coaching, to increasing the
availability of DEIA training in an effort to encourage safe and inclusive workspaces with a
deeper awareness of implicit and unconscious bias, the strategic plan (White House, 2021b)
provides tangible opportunities for agencies to implement DEIA Initiatives. Additionally, the
plan acknowledges the human capital of Employee Resource Groups and urges agencies to
consult with them to better serve the diverse needs of the workforce. There is even a directive to
connect work-life programs with culturally competent services inclusive of mental health,
trauma-informed care, financial well-being, etc. that adequately address workforce needs (White
House, 2021b).
Equally as important as providing services, the plan makes recommendations for valuing
the voices of diverse employees. Two key recommendations in the strategic plan (White House,
2021b) to emphasize include an analysis of trends by demographic after exit and stay interviews
as well as a mixed-method approach (i.e. focus groups and 360 reviews) to gather feedback from
employees known as a “Voice of the Employee” program. Both offer opportunities for leaders to
hear from employees and embed inclusive strategies to build a diverse and engaged workforce
(White House, 2021b).

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Implementation and Access to Agency Leadership Development Options
In addition to equipping leaders to promote diversity, providing additional leadership
development opportunities for eligible employees is also essential to building the capacity of
diverse employees (PMA, n.d.). OPM allows agencies to have their own formal SES candidate
development program (OPM, n.d.2). These programs, often customized to meet the leadership
needs at the agencies, are not void of the requirement by the White House to embed DEIA
components to address the lack of diversity (White House, 2021b). How agencies leverage these
opportunities and other programming to prepare diverse candidates varies, and there may be
challenges regarding transparency and access for eligible employees to participate (White House,
2021b).
When it comes to access to leadership development programs, the decisions about who
can or cannot participate are predominantly determined by leadership. A manager has to value a
diverse workforce in order to make decisions to intentionally prepare one (Goodman et al.,
2015). This level of workforce planning is where equity is at stake. In the federal government,
there is a legal responsibility to promote equal career advancement opportunities to all
employees, alleviate potential biases or barriers that may impede professional development and
promotion, and develop leaders who are inclusive of employees who may experience
discrimination (White House, 2021b).
Under the Biden Administration specifically, an equity roadmap was created to guide
agencies (White House, n.d.). Internally, the government has the responsibility to take steps to
ensure fair outcomes and access to services. Of the criteria established in the Government’s
DEIA Strategic Plan (White House, 2021b), there are relevant action items that can lead to the
increase of Black women in SES positions. According to the strategic plan, agencies should

19
examine current policies and procedures such as vacancy announcements and assessment tests to
determine if participation is being limited by barriers, conduct evaluations to increase access to
leadership and career development programs for all employees, including underserved ones, and
document the various experiences of employees (White House, 2021b). Implementing any of the
examples will greatly enhance access to leadership programs for diverse employees and aid
agencies in fulfilling the criterion in their agency equity plans and DEIA initiatives (PMA, n.d.).
Strategies to Increase the Number of Black Women in the SES
Through the use of DEIA initiatives and other mechanisms, OPM has prioritized
increasing the number of SES members that belong to underrepresented groups (Jackson &
Bouchard, 2019). Black women are at the intersection of two of those groups, African
Americans, and women. The Government Accountability Office (GAO) has reported multiple
times that the number of Black women in SES positions is low in comparison to the number of
Black women in the civilian labor force (Jackson & Bouchard, 2019). Yet, the number of Black
women in the SES continues to lag. The focused efforts of OPM on increasing the number of
women in the SES, in general, resulted in programming like Executive Women in Motion and
the development of a toolkit for agencies to prepare more women to successfully pursue SES
positions (Wagner, 2022). However, Black women are in need of leadership development that is
tailored to them given their historic experiences with slavery, segregation, and discrimination
(Jackson & Bouchard, 2019).
Culturally relevant training programs contribute positively to both the cognition and
behavior of Black women in the workforce (Hackett & Byars, 1996). Affinity organizations that
customize training specifically for Black government employees such as Blacks in Government
(BIG) and the African American Federal Executive Association (AAFEA) provide a safe

20
environment that increases the capacity of Black federal leaders. For example, AAFEA has a
Fellows program where high-performing Black federal leaders participate in a yearlong
leadership development program designed to prepare participants to navigate the SES hiring
progress (AAFEA, n.d.).
Using Culturally Competent Coaches to Address Bias and Barriers in the Workplace
Leadership development programs that include or are specifically coaching and
mentoring programs are critical to the professional development and career advancement of
individuals, especially minority leaders (Naff & Kellough, 2003). Having a coach who is
culturally aware can help diverse leaders detect, dissect, and dismantle experiences with bias and
barriers to career advancement (Vaccaro & Camba‐Kelsay, 2018). According to the
Understanding Bias Resource Guide by the United States Department of Justice (USDOJ, n.d.),
bias is defined as a result of human predisposition to classify someone in an effort to process
information. When bias occurs in the workplace, the classifications that individuals make to
process others may result in the use of stereotypes, good or bad, and inform their actions toward
others (USDOJ, n.d.). For Black women, these stereotypes are usually negative and require
support from resources, outside of themselves (i.e. coaches), to filter and find ways to advance
professionally regardless (Jackson & Bouchard, 2019).
Access to a culturally competent coach assists minorities with mitigating bias regarding
professional growth (Vaccaro & Camba‐Kelsay, 2018). Cultural competency is based on the
notion of social equity and diversity management (Carrizales, 2019). When it comes to public
administration, the integration of cultural competency into management principles is critical,
especially with the continual evolution of demographics (Carrizales, 2019). A diversifying
workforce should be met with diverse coaches. What this translates to for Black women is that

21
not having a culturally competent coach negatively alters the assistance that a coach can provide
to mitigate bias (Vaccaro & Camba‐Kelsay, 2018).
Microaggressions
In addition to bias, another barrier that affects Black women at work is dealing with
microaggressions. Black women are often dealing with both racial and gender microaggressions
(Hackett & Byars, 1996). Today, an environmental scan at most agencies would result in an
affirmation of microaggressions present in the workplace. This assertion is supported by the fact
that race- and gender-based cases are at the highest level of workplace discrimination filed with
the U.S. Equal Employment Opportunity Commission (Anestaki et al., 2019). Microaggressions
affect the motivation of minority employees to pursue professional development and
advancement opportunities within organizations (Marks et.al., 2020). Research shows that the
presence of microaggressions for racially diverse employees at work directly affects the way
they perceive themselves and results in behavior that correlates with the negative stereotype(s),
(Duffy et al., 2018). Racial and ethnic minority employees report higher levels of experiences
with marginalization in the workplace which results in things like lower organizational
commitment and perceived person-organization fit as well as higher turnovers (Duffy et al.,
2018). If not addressed, the presence of minority leaders may be minimal in organizations that
set low expectations for minority employees and reinforce negative stereotypes in the workplace
(Marks et al., 2020). Hence contributing to the lack of pursuit of senior-level positions such as
the SES by minorities including Black women.
Contribution of Mentors to Mentee Career Trajectory and Success
In addition to coaching, historically mentoring has been a leading success factor in
increasing the number of Black SES members (Hackett & Byars, 1996). In general, women face

22
barriers at work when pursuing SES positions. Some of these barriers include a lack of mentors,
bias within the organization, and a lack of access to informal networks that support career
advancement (Sabharwal, 2013). Having access to a mentor provides a safe space for the mentee
to be authentic and is an asset to any leadership development that may occur (Moore & Wang,
2017). Mentors serve as sounding boards, help craft career pathways, and may even serve as
sponsors if the mentee is interested and eligible in pursuing a SES position (Sabharwal, 2013).
For minority leaders, having a mentor of color is also important to charting and
navigating their career trajectory (Jackson & Bouchard, 2019). The empathy and lived
experiences of the mentor can translate life lessons into learning opportunities and empower
mentees to safely embark on their own leadership journey. When an employee is empowered,
they feel a sense of belonging and are encouraged to innovate (Sabharwal, 2013). They can be
specific about their experiences in the workforce and get direct support or access to relevant
resources when sharing with their mentor. This access along with access to the mentor’s
professional network will greatly enhance the odds of a mentee advancing professionally
(Sabharwal, 2013). Therefore, it is imperative that Black women in the federal government have
access to culturally competent and/or Black women mentors (Jackson & Bouchard, 2019). This
access will likely increase the chances to diversify the SES with more Black women.
Theoretical Foundation
This problem of practice can be addressed using the Social Cognitive Theory. The
premise of the framework is based on three key factors and their impact on self-efficacy:
individual beliefs and behaviors the actions of others, and environmental factors (Bandura,
2020). Individual motivation, sense of agency, professional goals and skill sets, combined with
systems changes such as policies and procedures, management practices, leadership, cultural

23
shifts, etc. can be integrated into this framework. Collectively, the triadic reciprocity as outlined
in the framework lead to change in an organization that is reflected in both actions of senior
leaders and the efficacy of Black women.
Applying social cognitive theory to this problem is appropriate for a few reasons. First, it
looks at the individual (Black woman) and their contribution to the workplace. Then the
executive order by President Biden, which can be interpreted as an environmental factor, sets the
stage for action to ensure to meet the expectations outlined to diversify the workforce and make
it representative of the Nation. Finally, the agencies and the best practices that they partake in
can serve as a representation of the actions by others needed to shift organizational culture and
create a psychologically safe space for Black women to pursue, attain, and retain SES positions.
The combination of these factors demonstrates the capacity of the social cognitive theory to
enact change in organizational culture and individual behavior accordingly (Bandura, 2000).
Ideally, its application will help agencies to successfully provide equitable access to professional
development opportunities that consequently increase the number of Black women in SES
positions. These changes when enacted appropriately affect and alter the actions of senior leaders
and consequently the perception of self by Black women in pursuit of SES positions.
Summary
As one of the largest employers in the United States, the federal government has a diverse
population, but the senior leadership corps is not reflective of that diversity (Partnership for
Public Service, 2021). To address this need, the federal government has created various
executive orders and initiatives over the past few Administrations (EEOC, 2020). This study
assessed the implications of those presidential actions on the current need for diversity in
leadership and the recent strategic plan by the Biden Administration to accelerate the progress

24
made by agencies (White House, 2021b). It also includes the charge to OPM to lead and manage
a government-wide effort to enhance DEIA.
Research was conducted to explore the history and demographics of the senior executive
service, evaluate the environmental factors that impact the diversity of career SES positions, and
assess potential strategies to increase the number of Black women in SES positions. Among the
findings, it was discovered that in addition to transparency and access to leadership development
programs, agencies that provide safe spaces for diverse employees to learn and grow are often
those designed intentionally to be inclusive (PMA, n.d.). It was also realized that when it comes
to the preparation of employees to attain SES positions, OPM allows agencies to have their own
formal SES candidate development program (CDP). Agency-level SESCDPs are tailored to fit
the needs of the agency but overall agencies have created equity plans that include DEIA
initiatives to offset the lack of diversity in career SES as a whole (White House, 2021b).
While it is evident that racial diversity is lacking, the Office of Personnel Management
(OPM), has prioritized increasing the number of women in SES positions. In 2022, OPM
released a toolkit for agencies to prepare more women to successfully pursue SES positions
(Wagner, 2022). Agencies with a leadership culture that is intentional about supporting diverse
leadership development have integrated the toolkit in their overall programming including the
Executive Women in Motion initiative. While it may be more conducive to study women or
women of color as a whole, according to Jackson & Bouchard (2019), Black women face a
distinct set of challenges given the history of slavery, segregation, and discrimination that
indicates a need to focus solely on them.
While programming offered by Blacks in Government and the African American Federal
Executive Association helps to build the capacity of Black government employees, as a whole,

25
there is still a gaping need as revealed by numerous GAO studies to increase the number of
Black women specifically in SES positions (Jackson & Bouchard, 2019). Therefore, this study
identified the environmental influences that positively impact the increase in the number of
Black women in senior executive service positions.

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Chapter Three: Methodology
To examine the problem presented in the study, it is necessary to outline the methodology
applied. The purpose of the study was to identify the environmental influences that positively
impact the increase in the number of Black women in senior executive service positions. This
chapter details the methodological design and research setting. Next, the background of the
researcher as well as the data sources used in the study is shared. Finally, an overview of the
validity and reliability, ethics, limitations and delimitations, all aligned with the requirements of
the Institutional Review Board (IRB), are provided to end the chapter.
Research Questions
This qualitative study focused on the experiences of Black women in SES positions to
assess the factors that influenced their career journey. The research questions of the study were:
1. What environmental factors have influenced the career progression of Black women in
SES positions?
2. How has mentorship or coaching influenced the experiences of Black women in SES
positions, if at all?
Overview of Design
The evaluation of the research questions was conducted using a qualitative research
design. According to Merriam and Tisdell (2016), this kind of research design is comprised of
four main characteristics. First, it looks at the individual and their perception of the world. Next,
it highlights the researcher and them being the primary instrument of data collection and analysis
for the study. Then, it considers an approach that is generated in the absence of a theory. Finally,
research outcomes are liberally filled with descriptive words and images. To conduct this design,
semi-structured interviews were the primary research method. The use of this design generated

27
the necessary results that informed the recommendations to address the problem of practice
identified and provided the perspective of the target population for the study.
Research Setting
There are about 8,000 members of the senior executive service. Of that number, 5.6% are
Black women. Therefore, in order to adequately capture and evaluate the experiences of Black
women in acquiring SES positions, 11 Black women who are in senior executive positions across
the United States federal government were interviewed. Having them participate provided insight
to help address the research questions of the study.
The Researcher
In this qualitative study, the researcher was considered a primary instrument (Merriam &
Tisdell, 2016). As a young, Christian, heterosexual, able-bodied, middle-class, educated, West
Indian, Black woman, I have many lived experiences that allow me to engage in different
environments in various capacities. This composition of my identity has led me to an interest in
racial inequities in the workplace and how they affect Black women in pursuit of senior
executive service positions. This particular topic of interest is near and dear to the experiences of
myself and multiple professionals that I am connected to. Having endured these inequities
personally, overcoming or becoming silenced by them, I know firsthand the impact that it causes
on an aspirational woman of color and the interpretation of her value in the workplace.
Ultimately, the power structures of age, race, gender, and culture are largely at play, and being a
person that exists in the intersection of many of those factors not in dominance affects how I am
affected by this topic. Therefore, I believe that my positionality gave me insight and helped me
to understand the power dynamics when conducting an inquiry. I was also cognizant of the
notion that I may have personal biases and continually examined findings and interpretations to

28
ensure that information was conveyed in a neutral and fair way. To do this, I refrained from
leading the respondent to a desired result during the interview and performed due diligence when
interpreting the responses of participants to convey what they said as accurately as possible
without the influence of my biases.
Data Sources
Understanding the perspective of the target population of the study was critical to
conducting research. Getting personal experiences greatly contributed to the strength of the
research and gave a complete presentation of the impact of the study.
Interviews
The primary source of data for this study was 11 semi-structured interviews.
Participants
The target population for the interview study was Black women in the federal
government who have successfully acquired SES positions. This population was selected
because they are the focus of the study. The recruitment plan included purposeful sampling with
a diversity in the agencies across the federal government that was represented, (i.e. age,
geographic location, cultural background, and technical expertise).
Instrumentation
The interview protocol was semi-structured with a general outline for the interviews. This
format was selected to make allowances for follow-up questions. The questions were drafted to
strategically gather information for each of the research questions. While not a perfect division
of alignment, questions were developed to address each of the research questions individually.
They were open-ended interview questions with the intent to learn about the experiences of the

29
participants and correlate their responses with the key concepts in the emerging framework. The
interview protocol is presented in Appendix A.
Data Collection Procedures
The data collection procedure started with recruitment that included outreach to
professional connections of the researcher via LinkedIn messages and email, as well as asking
for recommendations for participants via members of affinity groups such as Young Government
Leaders, Blacks in Government, Federally Employed Women, and African American Federal
Executive Association to help diversify the sample of Black women interviewed. The
recruitment message included the title and purpose of the study, the location and estimated time
for the interviews, participant eligibility, and the process to maintain confidentiality. Recruitment
emails included a copy of the study information sheet.
The data collection also comprised of confidential interviews conducted virtually from
June 28, 2023 to July 18, 2023 via a videoconference platform known as Zoom that were
recorded and transcribed. This process allowed for maximum flexibility with participants in
different geographic locations. The length of the interviews was a range of 23 minutes to 114
minutes, with an average of 50 minutes. Additionally, notes were taken during each interview
and the transcripts were edited for accuracy using Otter AI. All recordings, transcriptions, and
notes are stored on a password-protected device.
Data Analysis
Data analysis included a review of interview notes and transcripts for themes in response
to the research questions. Both the notes and transcripts were analyzed using open coding and
themes were derived using empirical data. Atlas.ti was used to code the initial transcripts prior to

30
manually using a case-by-case comparison as prescribed by Gibbs (2018) as one of the effective
strategies for conducting qualitative analysis.
Validity and Reliability
The consistency of the question options and the content helped to maximize reliability.
Aligning the interview protocol with the research questions aided in generating responses that
informed the study. Additionally, the use of targeted recruitment played a part in the effective
execution of the study. Finally, to address credibility and trustworthiness, I recorded the
interviews, used direct quotations from the interviews, and triangulated the responses from
different participants (Merriam & Tisdell, 2016). Understanding and operating in my position as
a researcher, separating my worldview and experiences from the content revealed from the
interviews, and sharing recordings as is with the research team to offset any concerns about
credibility and trustworthiness were also helpful.
Ethics
The collection of data did not commence until approval was obtained from the
Institutional Review Board (IRB) at the University of Southern California. To participate in this
study, subjects gave consent to being recorded and having the thematic concepts, notes, and
anonymous direct quotes as necessary shared in the results. All participation was voluntary and
confidential. Compensation was not provided, and no coercion occurred to increase participation.

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Chapter Four: Findings
The purpose of this study was to identify the environmental influences that positively
impacted the increase in the number of Black women in senior executive service positions. The
study used social cognitive theory as the foundation for guiding the research and collected data
utilizing personal interviews as the primary source. This chapter delves into the data collected,
provides a description of the participants, and identifies the findings that are synthesized and
discussed throughout. These findings are consolidated into themes, supported by participant
quotes, analyzed by the researcher, and respond to the following research questions:
1. What environmental factors influenced the career progression of Black women towards
SES positions?
2. How has mentorship or coaching influenced the experiences of Black women in SES
positions, if at all?
Participants
The participants of this study included 11 Black women in senior executive positions
across the federal government representing 8 agencies. A snapshot of the professional
background of the participants included several who changed agencies multiple times to advance
in their careers, had a military background, or worked in the humanities, law, accounting, human
resources, or other fields.
In addition to having diverse career backgrounds, the participants also had varying years
of experience in the federal government. There was a range from 25 to 45 years of service in
government and 3 to 23 years as a senior executive. This range and other descriptive factors
including the pseudonyms they are identified as in this study are depicted in the table below.

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Table 2
Participant Data
Participant
(Pseudonym)
Profession
(Field or Position)
Years in
Government
Years as
Senior Executive
Maxine Administrator 45 3
Lynn Administrator 32 3
Winnie Law 35 4
Khadija STEM/Military 33 4
Ava DEI 34 8
Miranda Human Resources 31 8
Amelia Administrator 31 14
Regine Accounting 25 15
Hillary Retired Administrator 25 16
Marsha Law 33 21
Shonda Law 45 23
In addition to the range of years of service, there was also a notable difference in the
length of time as a senior executive based on the field of the interviewee. Executives with
specialized backgrounds tended to have served as senior executives longer than others regardless
of the number of years of being a federal employee. It is also important to note that one
interviewee retired about a year before the interview, and another is getting ready to retire within
the year. Despite the variances in their tenure, their experiences pursuing and attaining a senior
executive position in the federal government are very similar.
Therefore, participant data and quotes are utilized to support the findings. Making the
connection to respond to the research questions aids in understanding both the influence of

33
environmental factors and mentors and coaches on the career progression of Black women in
pursuit of SES positions. The responses generated during the interviews are organized by
themes under the applicable research question.
Research Question 1: What environmental factors have influenced the career progression
of Black women towards SES positions?
Creating an environment that fosters leadership development is pivotal to the growth of
any employee. When it comes to diverse employees, primarily Black women, various factors in
the environment of their respective workplaces contributed to the pursuit and/or attainment of a
senior executive position for the interviewees. Centering race and its intersection with gender in
this study was critical to understanding the impact of the identified elements by the Black
women interviewed. Particularly for this research question about the environmental factors it was
important to highlight the responses that contributed to what made their experiences as Black
women unique. Factors such as societal expectations, the impact of leadership, importance of
peer groups, training, faith, and a support system, were most common among the participants and
are discussed in the sections below.
Societal Expectations
At the forefront of the professional journey of Black women, societal expectations
contributed to the environment where Black women have to strive to be successful. Every
interviewee spoke of the varying underlying expectations as well as the intersection of racism
and sexism in some capacity. These expectations include but are not limited to the added
pressure of having to work twice as hard to acquire a SES position, proving their worth to stay in
the SES cadre, and having their work and decisions questioned in comparison to their peers of
different races and men just being taken at their word. At least six participants describe their

34
experiences with discrimination and microaggressions for being a dual minority as an
opportunity to work harder to succeed.
Winnie’s perspective summarizes what many participants experienced in their roles:
I think society still, you know, envisions leaders as tall white men. So I think being a
woman, period, as a leader still has some challenges. But then you add being a Black
woman on top of that. And, of course, now you have just those traditional ways of
thinking as to how did you get the position? Did you deserve the position?...
Similar to Winnie, many of the leaders interviewed were faced with being in rooms where they
were not expected to be in a leadership position. Several expressed that they felt their decisions
were questioned more than their peers who did not look or identify as Black women. This
representation of the sheer will of the interviewees to surpass societal expectations can be seen as
a prevailing factor in their leadership journey. Breaking barriers and building resilience in order
to attain and retain SES positions were critical factors in their careers.
These experiences coupled with the status quo of societal expectations served as
motivation to surpass what was expected of these diverse leaders. Research demonstrates that
Black women have some of the highest discrimination cases in the federal government (Anestaki
et al., 2019). Many interviewees faced the challenge of defying stereotypes and refused to let the
expectations define them and the quality of their leadership. Hillary shared:
I think…being female and Black was a double barrier, but not an insurmountable one at
all. Because I think part of the training that I received, like, throughout my life is always
making sure that you had to stay on top of your game. And, you know, everybody in your
life is always telling you, you got to be better than the best in the room.

35
Hillary’s thoughts align with the experiences shared by other participants. They also shared
frustrations with having to ensure that the work they presented or teams they led were always at
a level of performance higher than expected to overcompensate for the microaggressions and
stereotypes that they had to mitigate.
The hard work required to exceed societal expectations as a Black woman is often a
double-edged sword. While interviewees were thrilled to have been successful enough to attain
such a position of stature, unlike their peers, there was additional pressure to perform with little
to no room for error. There was a need to focus on more than just their work when they were in
the position and a constant reminder of racial and gender identity being a factor in how these
leaders are treated in the workplace.
Regine expressed that:
I get to bust stereotypes. When I say draining, though, it is draining, where you are
essentially the de facto representative of your race and gender, everywhere you go. And
you've got to be twice as good... And I'm not in a position where I get to fail…because
whenever I make a mistake, it is very visible because of who I am. And it… can be
harmful to the people coming behind me. And it should be that I'm just judged as an
individual. But I know that's not true.
Like Regine, many participants described a variety of experiences that were laden with blatant
discrimination coupled with the pressure of knowing that although unfair, any mistakes on their
part would lead to the decreased chances of another Black woman being selected in the future.
This pressure and societal expectations that created it left most interviewees with the option to
decide whether or not they wanted to continue their pursuit of senior leadership. For some of the
interviewees, there was an intentional decision to use the barriers to their benefit and build their

36
determination to succeed. In the case of Marsha, she was committed to “having my opinion
count in the same way as many of the men in the room.” Goals like this allowed the leaders to
stay motivated and to grow in their leadership.
Khadija used her experience with discrimination and microaggressions to not ascend to
senior leadership alone but also to capitalize on the opportunity to change things for other
diverse candidates who are pursuing executive positions:
Being the only one sometimes can be frustrating and challenging. But it also can set the
pace for others. For some reason, they like to often group women together, and especially
Black women, as to what we can and cannot achieve. And so those invisible barriers of
not being selected for a position… because what I've seen is on hiring panels, most of my
white colleagues are comfortable with selecting someone who looks like them.
It was experiences like this that propelled Khadija to want to make a difference for others who
were not in the room. She opted to use her access to create an equitable playing field for other
diverse candidates who were interviewing for senior-level positions. To contend against the
barriers, she opted to be a part of the solution by participating in the process. Khadija elaborates:
And so one of the things… to get over that barrier, and to really pave the way for others
is, I volunteered to be on the panel as the only one. And so I'm the voice of those who are
not in the room to be able to say, hey, this person is just as qualified. We have to give
everyone an equal opportunity to interview or be considered for jobs and stuff like that.
And so, if the panel is all of one race and one gender, then you get the same type of
groupthink. And so, I'm the one that typically has raised my hand saying, Now, wait a
minute, let's take a different perspective.

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Being proactive in helping other diverse candidates ascend into the senior executive service was
a goal for Khadija and the other study participants interviewed. They were all working to ensure
that they could clear the path and make space for others coming behind them. In general, the
overarching theme for Black women as it related to societal expectation led to the identification
of the barriers in the environment and a commitment to making a difference not just for
themselves but for other Black women. Personal motivation and a drive to succeed helped them
to reflect on their experiences and renew their commitment to stay on the career path they
identified for themselves despite societal expectations that were working against them.
The Impact of Leadership
In addition to societal expectations, another top factor that contributed to the
environmental factors necessary for Black women was leadership. According to all of the
interviewees, leadership, supportive or adversarial, served as a catalyst to the pursuit of a senior
executive position. A few examples discussed during the interviews showcase the important role
that leadership plays in the professional advancement of Black women.
Supportive leaders provided opportunities for the women to excel, highlighted the
potential in the women when they were not self-aware, and encouraged the pursuit of
professional development goals that contributed to the SES journey. For Winnie, “…[my]
supervisor gave me tremendous support, in that she encouraged me to apply for the position.”
Amelia “had a boss… who said… I think you can do a little bit more. And you should think
about putting in for a promotion.”
Regine felt that what “made it so different for me was who my supervisor was... he just
kept giving me the new assignments that I needed...helping me to grow and develop... And that
made a difference.” She continued to share that “the feedback that my supervisors give is critical

38
to me. The other thing is, them having career planning discussions, me talking about how I can
help them make their life easier, because I'm doing a good job, and then them listening to what
my goals are, and helping me map out what my plan is going to be.”
These examples of supportive leadership were integral for Black women being positioned
to advance professionally. The willingness of direct supervisors and/or senior leaders to identify
critical opportunities, encourage, and make allowances for Black women employees to pursue
said opportunities contributed to their leadership journey in a meaningful way.
For example, Khadija reflects:
I've had some awesome supervisors, some serve as my mentors, and became very dear
friends. I can remember times when, you know, it's very true that when others are in the
room, and they're your champions… I had a champion in the room, that always put me in
the right positions, even though I was not ready to move. Or I may have been in a
position one year, and they wanted me to go do different jobs because they trusted me
and I knew that I would get it done.
Other interviewees had mixed experiences with leadership support. Lynn shared “I
haven't always had the support of my supervisors.” Two additional interviewees, Regine and
Khadija, indicated that in the cases of unsupportive supervisors, they left those positions in favor
of working somewhere else. This experience only motivated them to want to be successful more.
Instead of staying in environments that were not conducive to their leadership growth, the
participants identified new opportunities where they would feel supported by leadership and
could advance their careers.
Ultimately, it appeared that regardless of the level of support from leadership, there was a
definite impact on the career paths of interviewees based on interactions with leadership.

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Supportive or antagonistic, leadership mattered and contributed to the pursuit of SES positions
by Black women.
The Importance of Peer Groups
In addition to the impact of leadership, peer groups were another contributing factor in
the environment where Black women could be successful. Being the only one has been a
common trait for Black women in SES positions. Not having a safe space to interact with peers
and discuss common issues, or being void of the opportunity to network and share resources
were real concerns for the interview subjects. But where a direct peer group was absent, the
Black women were intentional in creating and/or building peer groups to grow and develop with.
Five interviewees talked about the absence of a real peer group especially as it relates to race and
gender, but seven interviewees relished in the support that they did find among their peers.
Khadija details her interactions with her peers by saying:
I have a very small circle of executives, black males and females, that we talk through
things that we're dealing with. We make sure that we don't get blindsided…in meetings…
Because I'm typically the only one at this level, I made sure that I share information with
others, because people did that for me.
For some of the participants, the peer group was an informal network to be successful in the
workplace. Information was shared, resources were leveraged, and opportunities were created to
build the capacity to excel professionally. Where access was not granted in some spaces, those
that did have it, provided a preview to enable those without it to prepare adequately for various
work situations.
In addition to using peer groups to excel in a technical way, some interviewees enjoyed
the safe space created by their peers. Marsha expressed that:

40
You sort of find your group, even if it's, you know, five or six, and even if it's a smaller
group, you still, you do the same for them. And they do that for you. And it's like, you
know, you can sort of take off the mask that you wear and just be like, Oh, let me tell you
what happened. Which is very important to have. So, even in a large institution, like …,
there are a number of us not quite proportional, any of that, but there's a number of us
that sort of stick together for each other.
Based on the experiences expressed in the interviews, it was evident that peer groups
were necessary to nourish the Black women as they grew in their careers. Participants found
value in having peers who become friends and help facilitate information sharing and informal
support. Winnie expresses that “we definitely do everything that we can to uplift one another,
and to share any information that we think will help each other advance our journeys.” These
groups were essential for sharing resources, serving as safe spaces, and providing overall
support. The groups were mutually beneficial to participants as their relationships expanded
beyond building the capacity to complete work tasks effectively and efficiently and helped them
to survive the challenges in the work environment.
Faith and An External Support System
While peer groups provided support for Black women in the workplace, faith and a
support system of family and friends were also critical to the success of at least four of the
respondents. At the root of this factor was the notion of work-life balance. Attendees were
committed to being successful at work and needed to ensure that they had spaces outside of work
to be supported. It was equally important for them to acknowledge the importance of external
support as motivation in their journey.

41
Shonda attests that “the support of family and friends has been very helpful. They were
my cheering squad and kept me encouraged.” Lynn expressed that what helped her on her
journey was “having the support of my family…it's good to have other colleagues and friends
from other agencies or outside of the department that I can talk to about certain challenges and
trust, that they have my best interest at heart.” Marsha finds it “helpful is the circle of friends that
you make in the position, whatever, race [or] gender, you try to find allies that think like you that
want to help you succeed, or help me succeed in this case. And, you know, it's building those
bridges with others that can be helpful. That I think has helped me more than anything.”
What is important to note about this factor is the notion that family and friends created
safe spaces for Black women to disarm from their need to survive the workplace. In most cases,
bias and discrimination were not rampant and they were free to be themselves without the
pressure of societal expectations. Interactions with family and friends created a cushion of
support to be successful leaders in the workplace.
In addition to family and friends, five respondents discussed the role of faith in their
career path. In the Black community, it is not uncommon for faith to play a pivotal role in
everyday life. Especially in the Black church, it is often filled and supported by Black women.
For the interviewees, the belief in a higher power, a greater calling, and living on purpose
contributed to the leadership journey of the five respondents who identified with this factor.
Amelia reflects on her journey and shares “I also know that I'm blessed. And I'm very
fortunate, because my road, my journey is very different than some other people's.” Shonda
expressed that her faith also played a part. She feels that “if it’s meant to be, she will get it. It has
your name on it.” Khadija shares that “my journey and purpose is for me, I am a believer. And so

42
I lean on that more than on myself in all understanding I value others and I, you know, treat
people like I want to be treated.”
The impact of faith on the pursuit and professional livelihood of some of the Black
women interviewed is in alignment with cultural norms. Its inclusion in the discussion during the
interviews featured its prominence in the decision-making and in some cases served as a moral
compass for the Black women as they ascended the career ladder in the federal government.
Regine affirms “So I think the best way I generally say it to people is I do not have the time and
energy to answer my critics and fulfill my purpose at the same time. And so I'm going to choose
my purpose.” Miranda feels the presence of faith in her journey. She articulates that “the many
trials I mean, just going through some of those things. You know, cause the next experience to be
different than anything that I've done. And the favor that I found has just been amazing. And you
can't really put a natural… tag on it, because it doesn't come from something natural.”
Overall, the presence of an external support system for the interviewees contributed to
their overarching success in the workplace. It created balance, offered comfort, and provided
them with an opportunity to recharge between interactions within the workplace.
Training
Finally, training is the last leading factor and is a tangible experience that contributes to
the professional advancement of Black women. Training allowed participants to acquire the
necessary skills and technical expertise needed to be successful in the workplace. Formal training
or the lack thereof also played a role in the environment for the executives. SES training
opportunities through a SES career development program (CDP) were provided to three
interviewees prior to acquiring their SES positions, five received other training, and two received

43
training after they acquired the position. All said some form of training was necessary to be
successful as a senior executive.
Hillary shared that “having gone through the SES candidate program really gave me
some good training, good grounding, not only in terms of what to expect, but also just in terms of
the broader policies and politics of being an SES.”
Regine had the experience where her agency supported her training at all levels. For her:
The other thing I will say is the development programs my agency offers. So I'll tell you,
I was in the mentoring program, we have a formal mentoring program. I was in the
executive potential program that the USDA did our agency paid for that…I went to
Harvard for [a course for] the senior managers and government, my agency paid for me
to do that. And so all of these different things, we get a professional learning account
where we get a certain amount of money every year to do whatever kind of training…So
my agency invested so much in my personal development, that there was no reason for
me not to be successful.
Ultimately, training provided opportunities for the Black women to be more effective in
their positions, leverage the networks that they attained, and become more competitive when
applying for promotions and eventually a senior leader position. In fact, Lynn reflected that
“…taking risks and taking on high visibility projects, and things of that nature, I think, to help
hone my leadership skills, what I really gathered from participating in the SES Candidate
Development Program, was expanding my network.”
For those who did not receive formal SES training, there was more intentionality about
figuring out how to navigate the organization and learning how best to proceed to advance
professionally. Winnie “didn't do an executive leadership program prior to making it to the

44
Senior Executive Service. But I did receive a lot of support from specific individuals in the
agency that I was able to go to whenever I had questions about applying for an SES position.” It
was this drive to succeed regardless of the barrier faced that accelerated the careers of the
participants.
Summary
Whether it was faith, leadership, peer groups, training, the support of family and friends,
and/or societal expectations, the interviewees eloquently conveyed that these factors influenced
the pursuit and/or attainment of a senior executive position. These factors served as motivation
for the Black women in leadership to strive harder to accomplish their professional goals. The
potential for an impact on self-efficacy for the interviewees can be attributed to how they saw
themselves, the actions of those in leadership, and the additional environmental factors
described. Thus, aligning the results of this research question with social cognitive theory
(Bandura, 2020).
Further, while microaggressions and discrimination were prevalent, it did not deter the
Black women from pursuing SES positions. The reliance on peer groups, faith, and/or their
external support system to navigate the organization and survive the workplace provided a
necessary safe space and place of respite. While the workplace environments were not ideal, the
interviewees made it work for them, ideally with the hope that one day Black women in the
future would have the environments they need to succeed. Lynn reflects that “I look forward to
the day where we don't have to focus on race. But I'm not delusional in the fact that we still have
challenges and things are not equal.” This inkling of hope, accompanied by this list of
environmental factors derived from the interviews, is considered to positively attribute to a path
for Black women to become senior executives in the federal government.

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Research Question 2: How has mentorship or coaching influenced the experiences of Black
women in SES positions, if at all?
Minority leaders are more likely to advance professionally when they are provided with
access to coaching and mentoring programs (Naff & Kellough, 2003). Not only was this based
on research, it was also proven to be the other leading factor that contributed to the experiences
of Black women in senior executive positions who were interviewed. Both of these components
played a role in the pursuit and/or attainment of SES positions. When exploring the relationship
between interviewees and mentors or coaches, several themes emerged. The push for
advancement, the identity of and access to coaches and mentors, affiliation with affinity groups,
and the current stance on mentoring played a pivotal role for some of the executives interviewed.
The discussion about these factors is explored below.
Push for Advancement
Mentors and/or coaches have encouraged 8 of the Black executives who were
interviewed to pursue developmental opportunities, promotions, and/or SES positions. Several
felt like their mentors encouraged them, helped them to identify their strengths, and provided
opportunities to improve on their weaknesses. There were also coaching and mentoring
experiences that were both formal and informal. The more formal relationships usually used
assessments to identify leadership goals to work on. Coaches and/or mentors would then work
with the interviewees and help them map out a career path and focus on the most important and
relevant areas of growth. For example, Khadija “sat down with my mentors and my current
supervisor at the time, and I put together a career map of the things that I want to accomplish to
get to where I want to be. I knew I wanted to be a senior executive.”

46
It was experiences like the aforementioned that catapulted the participants into
leadership. In addition to working on technical expertise and leadership skills with mentors and
coaches, interviewees were encouraged to discover who they were as a leader and find the
balance as they built their careers. Regine expressed that:
I had other mentors who taught me about being my authentic self… remember that you're
yourself, who you are as your strength. She says, so go in there and just act like you're
sitting down having a conversation with somebody and be yourself. Nobody is better at
being yourself than you. So I will say my mentors, pushed me. My mentors gave me
insights about things from rooms or more I wasn't able to be in.
Hillary also had a multifaceted experience with her mentors.
I had a couple of different mentors who mentored me in different aspects. Some in terms
of like, the job itself and others in terms of interacting with people. Because sometimes
you think you're doing good. And then you realize, why am I not getting enough out of
these people? What is going on?... So I had a mentor who was walking me through that,
you know, why, and how I was reacting, and stuff I was requesting.”
The interactions with mentors and coaches led to the development of the interviewees
holistically as a leader. They were pushed to plan their careers, define their leadership style, and
master their interpersonal skills. It was this complete perspective that contributed to the career
advancement in the federal government of the Black women executives interviewed.
Identity of Mentors and/or Coaches
While there was a consensus about the value of having a mentor, the interviewees had
different perspectives about the necessity for their mentor to be Black and/or a woman. Many
mentors were white men because interviewees were one of the few Black women in those

47
spaces. They were also their supervisors. Four interviewees, Winnie, Amelia, Miranda, and
Marsha preferred a Black mentor. Five interviewees, Hilary, Ava, Lynn, Shonda, and Maxine,
felt as if race and gender didn’t matter as long as the mentor provided resources, a sounding
board, and/or access to their network. One interviewee, Khadija was indifferent about race but
had a preference for a woman to serve as her mentor.
Winnie provides some context about her preference by race and the timing with the
people actually in positions to mentor her.
I have a preference for African Americans because we have a shared experience. I'm
going to say my preference is for African Americans. I can't say African American
women, because one of my long-term, probably my longest mentor is a Black man. And
so I feel like I'd be doing him a disservice if I said, my preference was for Black women
because of how much I've gained from him. Now, most of my mentors right now are
Black women in the SES…I would say my preference is for people who have had a
shared experience with me…I still have to add the caveat, though, that some of my most
important coaches have been white men... It's probably not surprising to you…because
the society we live in and the federal government is different. You know, most of the
people that are in a position to go speak on your behalf, and to open doors for you in that
manner, just simply because they're already in the room that you're not in… So I
definitely feel like the early part of my career was definitely most of my mentoring was
done by white men. But now that I'm in this position, the most valuable mentoring I'm
getting is from Black women.
It is important to note that while there was a preference for mentors of similar race and gender,
there was not an availability of said mentors. So some interviewees spoke mostly of the benefits

48
of having access to someone who could personally advance their careers. A part of their
leadership strategy was to build a mentoring relationship with individuals who were positioned
to speak on their behalf, learn about and share opportunities with them, and provide different
perspectives. Ava was clear about having someone outside of her race serve as her mentor
initially and then moving into same-race, same-gender relationships as she grew in her career.
My preference was for a non-Black coach…I felt I knew Black pretty good, pretty well.
But that was my preference… to be coached by someone who was in the room, someone
who knew what it takes to get in the room and what it takes to stay in the room…I do
believe there's a need for both. And I've requested coaches and mentors that look just like
me too, because they have also experience to be where I want to be. And so I can talk the
Black language with them.
This notion of having a sounding board and a safe space to speak freely as a Black woman was
also common among the respondents who had a preference for the racial and gender identity of
their coaches and mentors. This was particularly prevalent when having a like-minded diverse
coach was an option. For example, Amelia reflects on her formal and informal mentoring
relationships and shares that “they pair you automatically when you're in a leadership training
program, but for me, people that I would call mentors to this day, are mostly women that look
like me.”
Seemingly, there was no resounding desire to have a coach who was a Black woman, but
rather to have access to a coach that was in strategic alignment with the career path of the
executives interviewed. The identity of the coach was less important than the value that came
from having a coach. Ultimately, participants were more interested in professional advancement
versus the comfort of the familiarity of having a coach or mentor who had shared experiences.

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Access to Coaches
Understanding the value of having a coach also meant it is important to highlight the
magnitude for having access to a coach. At least four of the executives interviewed had informal
and formal coaches through various programming. Winnie is currently a coach. Regine shared
that “My agency offers executive coaching at every single management level, I used to get
executive coaching every time I changed jobs to different management level, I got a new
executive coach to help me with my transition.” This level of support and access is not common
among the respondents but many were grateful for the coaches that they did have.
For many their coaches pushed them outside of their comfort zone, provided a different
perspective from mentors, and motivated them to succeed. Ava also had access to coaches. Her
response highlights her enthusiasm.
“I cannot even begin to talk about the amount of support I received from mentors and
coaches. And there are definitely two different types. You know, one is I'm learning from
their experiences in a certain way that I … try to replicate, duplicate, and see if it works
or enhance a little bit and make it work for me. And then coaches where I had no idea of
what to do. But they knew it was inside me and they kept coaching and making me talk
… until I came out with all the answers that I need… to figure out what these assets that I
got in here and how to tap in and get them.
Not only were the Black women interviewed optimistic about the benefits of having access to
coach, one in particular became a coach herself. Winnie expressed:
I have gone through a few coaching programs, where I've been assigned a coach, and
now I'm doing programs where I am the coach... Coaching has to be organic… My role is
to coach them to success. And so anyone who I look to for coaching, their job is to coach

50
me to success. And I do feel strongly about the importance of coaching. I mean, it's not
likely you're going to have as many coaches as you would have mentors. But I do think
there's definitely some value in being a coach. Because I learn every time I coach
someone, there's value in it both ways, coaching and being coached.
There is an inherent value of having access to a coach in the professional development of
leaders, but especially for minority leaders. This value is reflected in the responses and its
appreciation is evident.
Affinity Groups
While peer groups are typically informally organized to provide a safe space to build
community and leverage resources, affinity groups are formal organizations that contributed to
the access to the necessary training and resources for Black women in senior executive positions.
Five executives tapped into the resources offered by Blacks in Government (BIG), four
participated in conferences or programs offered by the African American Federal Executive
Association (AAFEA), two mentioned utilizing employee resource groups, two spoke about
Federally Employed Women and one is affiliated with Executive Women in Government.
Lynn participated in several affinity groups and indicated the following:
I try to stay connected to organizations like Executive Women in Government, FEIAA,
which is I think is Federal Executive Institute Alumni Association, there's also the
African American Federal Executive Association group...[they]created a good
environment that would give people of color, exposure to resources and information and
knowledge that could be a pipeline for them pursuing their goals of SES.
Miranda also attests to the value that AAFEA has had in her career.
I've also joined an organization called the African American Federal Executive

51
Association. And so the whole purpose of that organization is to help us become
executives. And once you become executives, now you have kind of like a cadre of other
executives that look like you both women and African American males, and so that really
helped me along my journey as well.
The general sentiment was that affinity groups were a place to meet other executives,
learn about their careers, listen to their advice, and build community as you build your career.
Affinity groups provide a network and safe space to grow as a diverse leader. Winnie attests:
I do believe that some of my most important leadership opportunities have come from
employee resource organizations, not just because I was given a title in those
organizations, but because I lead projects in those organizations and lead people in those
organizations. I lead change in those organizations. And in a lot of ways, I not only
learned what to do as a leader, I learned what not to do as a leader. And I can get on my
soapbox all day, talking about the importance of employee resource organizations and
affinity groups.
Finally, at least 2 executives were aware of affinity groups like BIG but could not
participate for work reasons. For Hillary, “I wasn't part of Blacks in Government… I was a
manager, I could not attend those affinity groups, but I could support and participate and
encourage my staff to do so.” As leaders, they know the value that affinity groups contribute to
leadership development, especially for diverse employees. They have seen it work for
themselves and others and want to provide access to their subordinates. Their acknowledgment
of the importance of affinity groups further solidifies the notion that these groups are a
contributing factor to their career advancement.

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Current Stance on Mentoring
The greatest indicator of the impact of mentoring on the careers of these Black women
executives is their decision to be mentors as well. All 11 interviewees serve as mentors now and
believe in the power of mentoring based on their experiences or lack thereof. When asked
whether they mentor others, the responses were incredibly affirmative. Khadija asserted that I
have mentored about 18 people at various levels.” Hillary gave a resounding “Oh, absolutely… I
think it's great to have people going through programs or just in their jobs to have someone to
talk to and be sounding boards…” Miranda said “Yes, I do it all the time. I’m big on paying it
forward.”
The effect of mentoring on their careers is also a reason many of them have decided to
mentor. Regine is adamant about mentoring others. A mentor for various programs, she believes
that because someone invested in her, she feels obligated to pay it forward. She unapologetically
declared “You can be the first one, make sure you are not the only one.”
Ava is “a big component of mentoring and fully committed and cannot think of a time
that I haven't been mentoring someone in 20 years. I cannot even think of one time.”
Winnie ties her commitment to mentoring as a part of her duty to the federal government
and the people they serve. She shared that:
I think the Senior Executive Service is very lacking in opportunities for African
American women. And I would like to do whatever I can to not only make the Senior
Executive Service better, because I believe the more diverse the Senior Executive Service
is, the better our government will be in delivering on its mission. But I also always want
to make sure that what I've received, regardless of who I've received it from, I am willing
to give that back to others.

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Finally, although mentoring others is seen as primarily an opportunity to support the pipeline of
diverse leaders, it is also an opportunity for the executives to stay motivated. Amelia shared that:
I spend a lot of time mentoring women, mostly women, many Black women. But I think
mentoring has helped me a lot because it helps to keep me informed. And it helps me to
realize more about my own journey. And I just meet so many young women…[and] it's
like seeing myself in a mirror. And that's been really inspirational for me.
Summary
Being pushed for advancement, having diverse mentors, mentoring others, having access
to coaches, and participating in affinity groups influenced the pursuit and/or attainment of senior
executive positions by Black women. It is evident that the support provided by having access to a
mentor or coach positively contributed to the professional development of the interviewees.
The race of mentors or coaches also played a part in the career journeys of some of the
interviewees and how they managed their experiences in the workplace. For others, they were
less concerned about race and gender. Their primary focus was access to mentors or coaches who
could provide insight into the spaces that they were trying to get into professionally.
Finally, the experiences with access to diverse coaches or mentors, or lack thereof, led to
every interviewee currently serving as a mentor for others. They understood the importance of
access including the access to diverse leaders, mentors, and coaches as well as preparation for
the senior executive service that was provided by associating with affinity groups. The
combination of resources provided by affinity groups and access to coaches and mentors
positively influenced the pursuit of senior executive positions by the 11 Black women
interviewed.

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Summary of Findings
This chapter provided the findings of the study. The findings identified common themes
needed in a workplace environment as well as the influence of mentors and coaches to support
the career development of Black women as they pursue and attain senior executive positions.
First, the chapter explored the themes that emerged when determining the influences in the
workplace that contributed positively to the professional advancement of Black women to SES
positions. Then, the findings provided some context around the second research question, “How
has mentorship or coaching influenced the experiences of Black women in SES positions, if at
all,” before delving into the themes associated with responding to it. Finally, it was determined
that these findings are consistent with the information presented in the literature review as well
as the information derived from the interviews conducted. Therefore, the findings will be used to
inform the recommendations provided in the next chapter.

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Chapter Five: Recommendations
To conclude the study, this chapter discusses the findings presented in the previous
chapter and provides recommendations for the problem of practice. These recommendations are
derived from both the findings from the interviews and research. They also provide insight and
identify the entities responsible for implementing them. Additionally, limitations and
delimitations that occurred during the study are included in this chapter as well as suggestions
for future research.
This qualitative research design with a basis on social cognitive theory, utilized 11 semistructured interviews to determine both the environmental factors and the influence of coaches
and mentors on the leadership journey for Black women to the SES. Using two research
questions to guide the study, the findings made it clear what practices, policies, and programs
should be implemented to create systemic change for the retention and preparation of Black
women in the SES. These recommendations are outlined in this chapter.
Discussion of Findings
The purpose of the study was to identify the environmental influences that positively
impacted the increase in the number of Black women in senior executive service positions. Using
social cognitive theory as a foundation for the study, it looked at the relationship between the
work environment, the behavior of senior leaders, and the self-perception of Black women in
pursuit of SES positions. Two research questions examined the environmental factors with a
positive influence and the necessity of coaches and/or mentors on the impact of Black women
pursuing SES positions. The application of social cognitive theory (Bandura, 2000) to the
research questions was critical since the theory can be utilized to shift both individual behavior
and organizational culture respectively. This was necessary to address the problem of practice

56
which focused on the low percentage of Black women in the SES and how to increase it. The
findings as they relate to the appropriate research question are discussed below.
Five themes emerged to address the first research question, “What environmental factors
influenced the career progression of Black women towards SES positions?” The first theme
societal expectations set the stage for interactions that Black women faced in the workplace. It
provided context for the workplace and illustrated how microaggressions played a role in some
instances. FedScope data by OPM shares that 53% of clerical positions compared to 32% of the
professional workforces are filled by Black and other employees of color (Partnership for Public
Service, 2020). Societal expectations align Black women to clerical positions and it is supported
by the data. So when interview subjects talked about having to deal with microaggressions in the
workplace, connecting it with the research seemed imperative.
The second theme emerged because every interview subject discussed the impact of
leadership whether supportive or antagonistic on their decision to pursue a SES position. In most
cases, the interactions with leadership were found to serve as motivation for the women.
Supportive leaders provided opportunities and resources, and antagonistic leaders fostered
resilience and creativity to find ways to succeed amid adversity. This finding aligned with
literature that highlighted that interactions with leadership were found to be critical to minority
leaders and influenced their pursuit of leadership positions based on the organizational culture
established by senior leaders in any agency (PMA, n.d.).
The next theme revealed that these leaders and the access that was granted to training and
resources also played a role in the professional development of Black women in the federal
workforce. Respondents spoke about access to training either before or after acquiring SES
positions and its necessity. Providing access to additional leadership development opportunities

57
was also identified by the President’s Management Agenda as something critical for capacity
building of diverse employees (PMA, n.d.). Further deepening the need to articulate the
importance of providing appropriate training to Black women to be prepared to apply for and
attain SES positions.
In addition to receiving training and being supported by leadership, the final findings
identified with this research question delved into peer groups, a support system, and faith.
Important to note about these findings was the constant state of loneliness that was expressed by
interviewees. In most cases, the individuals interviewed were the first or the only ones in the
agency or office depending on the respective role. Finding a peer group with a similar racial
background and even gender was a challenge for some. Others created peer groups as they
progressed in their career, but more often than not, support systems came from family and
friends and/or faith. The support system varied by respondent but it was clear that it was
essential to balance the experiences happening in the workplace.
Next, five themes emerged to address the second research question, “How has mentorship
or coaching influenced the experiences of Black women in SES positions, if at all?” The first
finding was the contribution of mentors and coaches to the exploration and planning of the
careers of Black women in SES positions. Mentors and coaches provide a sounding board and
safe space to grow and learn (Moore & Wang, 2017). In the case of the Black women
interviewed, mentors encouraged them to consider options for advancement and to conduct
career mapping. The literature asserts that mentors of color are important to navigating the career
trajectory for minority leaders (Jackson & Bouchard, 2019).
However, the second finding indicated that for many of the respondents, it was found that
being selective about the racial identity or gender of a mentor or coach was not an option given

58
the historical context and timeframe of their selection in the SES. More often than not, the senior
executives interviewed were the first or only Black woman in the ranks and therefore there was
not an option to be selective about the aforementioned demographics when opting for a coach or
mentor. This experience and lack of access to Black women mentors was so pivotal to the career
journey of the Black women senior executives that every single one currently serves as mentor in
some capacity. These next two findings are supported in the literature which discusses the
necessity for Black women to mentor other Black women in the federal government (Jackson &
Bouchard, 2019). When this happens, intentional conversations can be had about mitigating bias
and microaggressions encountered in the workplace and successfully building a career portfolio
(Vaccaro & Camba-Kelsay, 2018).
This leads to the final finding that access to diverse coaches were equally important to
preparing Black women for attaining and sustaining SES positions. This finding is directly
connected to the finding that access to diverse mentors and coaches, as well as culturally relevant
training and resources were provided to Black women in the SES interviewed through affiliation
with affinity groups. Almost half of the interview subjects spoke of the benefits of taking
advantage of the resources provided by affinity groups such as Blacks in Government and/or the
African American Federal Executive Association. The value added and the network built
translated seamlessly to building a pipeline of Black leaders equipped to attain SES positions.
Collectively, these findings have provided enough information to make informed
recommendations that, if implemented by federal agencies, could contribute to the increase of
Black women in the SES. The findings correlate to the various components of social cognitive
theory and are also supported by the literature reviewed in Chapter 2. The recommendations for
practice are discussed below.

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Recommendations for Practice
To systemically create a sustainable pipeline of Black women in the SES,
recommendations must happen on three levels to ensure equitable access to opportunities and
resources that have been proven to lead to SES placement. First, the White House and OPM must
provide government-wide guidance and resources to support the development of diverse SES
leaders. Next, agencies should identify tangible ways to execute and evaluate the programs and
policies that they put in place to train diverse leaders. Finally, leaders should be held responsible
for the environments that they create for diverse employees to develop into senior leaders. This
systemic approach coupled with the idea of self-efficacy for Black women in the pipeline further
connects to social cognitive theory which looks at three similar things. When applied, SCT
considers the social cognition, behavior, and self-efficacy of individuals (Bandura, 2000). If
Black women are cognizant of their talents, connect their experiences in the workplace, and let
said experiences inform their behavior, in this case, whether or not to pursue SES positions, SCT
is prevalent.
Building on this connection to SCT, previous research, and this study, the following
recommendations are being made to federal agencies to aid in the increase of Black women
serving in the senior executive service. Federal agencies have the greatest authority and the
resources to execute the recommendations identified. The Black women being targeted are
federal employees and so are the senior leaders that contribute to the environment. Additionally,
research has shown that directives have come via executive orders, from OPM, or directly from
agency leadership (Carey, 2012). Therefore, the recommendations are centered around tangible
action items that can be taken by federal agencies to implement organizational change.
Recommendation 1: Embed Sustainable DEIA Practices into Agency Strategic Plans

60
Supported by literature, the strategic plan by the White House directed agencies to
identify and integrate strategies that are inclusive and contribute to the development of a diverse
workforce (White House, 2021b). The strategic plan further emphasizes valuing the voices of
diverse employees and prioritizing individual development plans, mentoring, coaching, etc. to
implement DEIA initiatives. However, this directive, while important is not sustainable. It is an
executive order and can be terminated based on the Administration. To prevent the lapse in
support for DEIA practices, it is recommended that agencies embed them into their strategic
plans. Implementation, evaluation, and replication should be accounted for in those plans.
Not only should the agency embed DEIA into their strategic plans, they should dedicate
resources to evaluate the impact of the practices, policies, and programs that they put in place
(Naff & Kellough, 2003). With the appropriate funding, agencies could hire culturally competent
consultants to evaluate progress, develop train-the-trainer models, and provide third-party
feedback on the most efficient use of resources. Agencies have already invested time and effort
into thinking about critical ways to provide equitable opportunities for the workforce and the
public with the current equity action plans (White House, n.d). Using the equity action plans
already created as a baseline, agencies can create a task force in the Office of Management or
Talent and Development equivalent offices to own this portfolio of work. The management of
this work is different from the work of an EEO office and should not be housed within. The EEO
office is focused on talent development and the other is focused on compliance. The negative
connotation associated with EEO offices might overshadow the importance of the work.
Ultimately the recommendation is to emphasize the importance of agencies thinking strategically
about how to embed DEIA practices into the execution of their mission and vision. This

61
recommendation allows for a safe environment for Black women to feel empowered to advance
professionally.
Recommendation 2: Increase Resources to Provide Training for a Diverse Pool of Senior
Executive Service Candidates
At the crux of this study is the need for adequate training to be provided so that Black
women are even eligible to be considered for SES positions. Interviews revealed that receiving
access to SES training is competitive and limited. As shared in the literature review, the Senior
Executive Service Candidate Development Program (SESCDP) originally only at OPM, is now
being implemented by various agencies throughout the government (OPM, n.d.2). While this
program has the potential to increase diversity in the SES, there are often limited spots available,
and this program is not offered by every agency. There may even be costs associated with it if
taken at another agency. Because participants in this program receive assistance with preparing
to apply for SES positions, it is critical that access be increased especially if there is a need for
more Black women to apply and be selected. The federal government should increase resources
to provide adequate training to get a diverse pool of candidates (Borry, et. al, 2021). If that
training is not available at the agency, an allocation should be made via training funds for Black
women to attend comparable SES training offered externally and through affinity organizations
like the African American Federal Executive Association (AAFEA).
In addition to offering more options for diverse candidates to participate in a Senior
executive service candidate development program (SESCDP), federal agencies must ensure that
diverse candidates are on a career path to be competitive in the SES selection process. The
application process asks candidates to reveal examples where they have demonstrated executive
core qualifications (ECQs) in their career journey (OPM, n.d.3). Duties assigned to Black

62
women must be inclusive of those ECQs. Being able to write to demonstrate competence to
exhibit these ECQs were discussed in the interviews of this study. Interview subjects revealed
that being positioned for additional professional opportunities or promotions contributed to the
preparation necessary to acquire a SES position. That coupled with not receiving adequate
training prior to obtaining SES positions were challenges for some of the interviewees.
Therefore, this recommendation was crafted as a possible solution to eliminate this obstacle.
Recommendation 3: Integrate Diversity, Equity, and Inclusion (DEI) Practices into
Training and Performance Plans of Senior Leadership
To complement increasing resources to provide training for Black women, it is equally
important that the federal government take corresponding action to address the findings related
to leadership culture (Borry et al., 2021). This recommendation to integrate DEI practices into
the training and performance plans of senior leadership is an opportunity to contribute positively
to the workplace of Black women. To make a recommendation about supporting Black women
and not make one regarding leadership would be a disservice to the findings. Several
interviewees discussed the impact of both adversarial and positive leadership on their career
paths. Providing training to employees and not making sure accountability measures such as DEI
practices in performance plans is irresponsible and disregards the impact made by leadership on
the environment and self-efficacy of Black women. Further, research assures us that the leader
who acknowledges, celebrates, and integrates diversity, equity, and inclusion (DEI) is more
likely to have a high-performing team (Kohli et al., 2011). Therefore, by making the leader a part
of the process, there is an opportunity to see the change in the workplace.
Additionally, the literature review revealed that Black women encounter workplace
discrimination at the highest level because of the intersection with race- and gender-based cases

63
which are the top two charges filed with the U.S. Equal Employment Opportunity Commission
(Anestaki et al., 2019). This was further supported in the interviews by the Black women in this
study. Several dealt with microaggressions and in some instances outright discrimination. This
recommendation would further align with the mandate from the White House for inclusive
spaces to be created by agencies and for said spaces to recognize and minimize bias, explicit and
implicit (White House, 2021b). Also, Executive Order 13583 indicated that DEI initiatives
should reaffirm the identity of a person and value their experiences and not focus merely on
compliance (Borry et al., 2021). Changes of this magnitude start with leadership.
This recommendation would also support the decision by OPM to diversify SES
leadership and increase the number of women among its cadre (Wagner, 2022). Just like OPM
created a toolkit to increase the number of women in the SES (Wagner, 2022), one should be
created to increase the number of minorities in the SES. This toolkit should include but not be
limited to the inclusion of cultural competency training for leaders. Tapping into the DEI
component to first make sure that leaders are trained and aware of DEI practices and then hold
them accountable by integrating responsibilities into their performance plans will further support
the increase of Black women in the SES. Ignorance would not be the basis for poor leadership
decisions and/or actions. There are already EEO practices in place to address any intentional
discriminatory practices. This recommendation would address another barrier to increasing the
number of Black women in the SES.
Recommendation 4: Provide Access to Diverse Mentors and/or Coaches
The final recommendation of this study looks at the third component that Black women
identified as critical to their success. Participants recognized the impact that was made on their
career journey by a mentor and/or coach. Having a safe space to plan their careers, sometimes

64
address their fears, and learn ways to navigate and mitigate bias in the workplace added value to
their career journey. It was also a trend that many participants were the first or only one and did
not have access to a Black woman mentor. To that end, every single Black woman interviewed in
this study is now a mentor. Therefore, it is the recommendation of this study that federal
agencies provide access to diverse mentors and/or coaches to diverse employees.
The literature review asserted that having a mentor of color was important for the career
mapping of minority leaders (Jackson & Bouchard, 2019). While some of the interviewees had
mentors of a different race and/or gender initially, it was in part because of the limited
availability of Black women in senior positions as several of them were one of the first. There
are more Black women in the SES now versus when some of the interviewees first became
members. Therefore, given the impact of diverse mentors on the career path of diverse
employees, especially Black women, the federal government should utilize current mentoring
programs or provide access to mentoring and coaching programs provided by Blacks in
Government (BIG), AAFEA, and comparable organizations.
In addition to leveraging the resources of affinity organizations to provide diverse
mentors, agencies should allow for internal opportunities to feature diverse leaders to employees.
This may occur through a mentoring talk that can happen during something similar to a brown
bag lunch and learn. In this context, the agency can choose the frequency, but it provides
employees with an informal opportunity to interact with and learn from diverse senior leaders.
This interaction may be aspirational and creates space for employees to potentially identify
mentors. The planning and implementation is not as robust as launching a full mentoring
program, but there is a potential for it to be beneficial to the diverse employees who choose to
engage. This is just one example of how an agency can work to create mentoring opportunities

65
internally. Overall, leaders and agencies should be intentional about generating engagement that
may help to pique interest and foster the professional development of their diverse employees,
especially Black women.
Limitations and Delimitations
According to Creswell and Creswell (2018), limitations are the factors that occur
during the study that the researcher cannot control and delimitations are the factors that the
researcher makes a deliberative decision to control, usually prior to the study. For this study,
limitations included the availability of desired participants to interview within the allotted time
frame, the accuracy and transparency of participant responses to interview questions, and the
limited sample size that may make it hard to generalize the results for other SES members who
do not identify with the respondents.
When it comes to delimitations, the following factors were embedded into the design of
the study. First, participants were restricted to people who identified as Black women and held
SES positions in the federal government, omitting the presence of other positions, industries,
races, and people who identified as male. Next, data collection was restricted to virtual
interviews within a specific timeframe and responses to predetermined questions. Finally, this
study was done by conducting a qualitative instead of a quantitative study along with the use of
social cognitive theory. The use of this combination to inform the study would alter the findings
if another method and/or theory was used.
Recommendations for Future Research
Taking the limitations and delimitations as well as the information collected in the study
into consideration, there are a few recommendations for future research. First, there should be a
study conducted on whether the field of work (i.e. accounting, law, etc.) contributes to

66
accelerating the timeline of Black women becoming a senior executive service. During the
analysis of the study, the researcher was curious about the influence between the field of work
with the length of time in government before acquiring an SES position. It appeared that there
might be a connection when analyzing the background of the study participants, but a bigger
sample size and different levels of analysis would be needed to assess this assumption.
Additional research into this connection would contribute to targeted recruitment and training
needs to diversify the SES pool.
Next, it is recommended to determine tangible ways to leverage affinity groups
meaningfully. Research has shown that access to the training programs, conferences, and
mentors provided by organizations such as BIG and AAFEA can contribute positively to the
personal and professional development of Black employees. Specifically during this study, the
provision of training opportunities and/or access to diverse senior leadership to serve as mentors
or coaches by affinity groups had a positive impact on the professional journey to or as a
member of the SES for the Black women interviewed. Conducting research to make a direct
correlation could influence the allocation of resources to support employee participation in
affinity group programming and activities in the federal government. Where the agency may lack
the capacity to provide said opportunities, using data to show impact can inform the spending
plans to support the executive orders to diversify the federal workforce and senior leadership.
Conclusion
Addressing the need to increase the number of Black women in the senior executive
service of the federal government is important because leadership that is not diverse is often not
inclusive of the groups that are not present in the decision-making process (Tuck & Yang, 2014).
This is problematic especially at the federal level because that level of government is responsible

67
for ensuring that the entire U.S. population, including minorities, is served. Not including the
voices of minority groups in senior leadership means that the SES is not fulfilling its mission to
“...ensure that the executive management of the Government of the United States is responsive to
the needs, policies, and goals of the Nation and otherwise is of the highest quality” (EEOC,
2020). It also maintains the trend of a lack of diverse leaderships since leaders make decisions
regarding who is hired, promoted, and fired (EEOC, 2020). Since Black women fall at the
intersection of two underrepresented groups, the focus of this study aimed to provide insight
around best practices for increasing the number of women that are Black in the SES.
The recommendations from this study when applied should contribute to diverse and
inclusive leadership and equitable access to resources that can lead to an increase in the number
of Black women in SES positions. These recommendations can be applied to individuals,
behaviors, and the environment respectively as indicated by the use of social cognitive theory.
Additionally, while this study aimed primarily to increase the number of Black women in the
SES, the recommendations can be applied to various underrepresented populations. Therefore,
implementing the recommendations of this study is critical to the future of the Nation because it
contributes to diversifying the entire SES leadership to equip the Nation’s leaders with an
inclusive cadre that can make decisions that benefit all populations in the United States.

68
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Appendix A: Interview Protocol
Introduction to the Interview
Thank you for agreeing to participate in my study. The interview should take about 45
minutes to an hour. Before we get started, I want to remind you about this study and answer any
questions you might have about participating in this interview. I am a student at USC and I am
conducting a study on the recruitment, preparation, and retention of Black women for senior
executive service (SES) positions. My goal is to understand your leadership journey.
This interview is confidential. Your name will not be shared with anyone outside of the
research team. While I do plan on using direct quotes, none of this 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.
Do you have any questions about the study before we get started? I will be recording
today so that I can accurately capture what you share with me. The recording is solely for my
purpose and will not be shared with anyone outside of the research team. May I have your
permission to record our conversation?
Interview Questions
1. Please tell me about your leadership journey in the federal government.
2. How long have you been in the federal government?
3. How long have you held a SES position?
4. What is your current agency?
5. Tell me about what it’s like to be a Black woman in the SES.
6. What barriers did you face becoming a Black woman in the SES? [RQ1]

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7. What has been helpful to you as you became a Black woman in the SES personally and
professionally? [RQ1]
8. On your journey to SES, what preparation or support, if any, did you receive from the
organization? [RQ1] Do you feel your experience was related to identifying as Black
and/or as a woman?
9. What support did you receive from leadership and your direct supervisor? [RQ1]
10. What support would you have liked to receive from leadership and your direct
supervisor? [RQ1]
11. As a Black woman, do you feel supported by your peers? How? Did you share resources,
discuss relevant issues, etc.? Were you able to cultivate professional relationships with
your peers in the organization? [RQ1]
12. What level of engagement did you have, if any, with affinity groups to prepare you for
acquiring a SES position? [RQ1] Did you become a member, attend events, participate in
programs, etc.? What affinity groups did you engage with?
13. What programs and/or opportunities did you participate in while pursuing a SES
position? [RQ2]
14. Did you find those experiences helpful? Why or why not? [RQ2]
15. What would you have liked to experience differently in those programs? [RQ2]
16. What programs and/or opportunities would you recommend for other Black women
interested in pursuing a SES position? [RQ2]
17. If you could design a leadership program to prepare Black women to attain SES
positions, what three things would you include? [RQ2]
18. What support, if any, did you receive from a mentor or coach? [RQ2]

77
19. How did you identify your mentor or coach?
20. If you had a mentor or coach, did you have a preference for their race and/or gender?
Why or why not? [RQ2]
21. Have you or would you be willing to serve as a mentor for aspiring Black women SES
candidates? Why or why not? [RQ2]
22. What advice would you give to Black women aspiring to be in the SES? [RQ1]
23. What would you do differently in your leadership journey? [RQ1]
24. Where do you see yourself in the future in your leadership journey? [RQ1]
25. Do you have anything else that you would like to share related to your experience as a
Black woman in an SES position?
Conclusion to the Interview
Again, for your time, I truly appreciate it. Just wanted to reiterate that this video was recorded
just for note-taking purposes, it will remain confidential. And your name will not be shared with
anyone outside of our research team. So, thank you again for your time. If you think of any
questions or thoughts or anything, please don't hesitate to reach out.

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Appendix B: Information Sheet for Exempt Research
STUDY TITLE: Black Brilliance in Leadership: Increasing the Number of Black Women in the
Senior Executive Service
PRINCIPAL INVESTIGATOR: Monique S. Toussaint
FACULTY ADVISOR: Dr. Kimberly Hirabayashi
______________________________________________________________________________
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 that is unclear to
you.
PURPOSE
The purpose of this study is to identify the environmental influences that positively impact the
increase in the number of Black women in senior executive service (SES) positions in the federal
government. We hope to learn about what environmental factors have influenced the career
progression of Black women towards SES positions and the influence of mentorship or coaching,
if at all. You are invited as a possible participant because you are currently a Black woman that
holds or recently held (no more than two years ago) a SES position.
PARTICIPANT INVOLVEMENT
If you decide to take part, you will be asked to participate in a 45 – 60 minute virtual interview.
There are 25 open-ended questions that you will be asked to answer. If you decline to be
recorded, you will no longer be able to participate.
PAYMENT/COMPENSATION FOR PARTICIPATION
You will not be compensated for your participation.
CONFIDENTIALITY

79
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 results of the research are published
or discussed in conferences, no identifiable information will be used. Pseudonyms will be used in
the place of the names of interviewees. You also have the right to review the transcript that will
be produced by Zoom. All recordings, transcriptions, and notes will be stored on a passwordprotected device and will be deleted at the completion of the study.
INVESTIGATOR CONTACT INFORMATION
If you have any questions about this study, please contact Monique Toussaint at
mtoussai@usc.edu and Dr. Kimberly Hirabayashi at hirabaya@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.

Asset Metadata

Creator Toussaint, Monique Simone (author)

Core Title Black brilliance in leadership: increasing the number of Black women in the senior executive service

Contributor Electronically uploaded by the author (provenance)

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2024-08

Publication Date 09/13/2024

Defense Date 09/06/2024

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

Tag affinity groups,Black women in leadership,Black women in the SES,career development program,Coaching,DEI,DEIA,diverse leadership,diversity,employee resource groups,equity,ERGs,executive coaching,inclusion,inclusive leadership,intersectionality,lack of representation,mentoring,OAI-PMH Harvest,organizational culture,Senior Executive Service,SES

Format theses (aat)

Language English

Advisor Hirabayashi, Kimberly (committee chair), Canny, Eric (committee member), Miller-Smith, Thea (committee member)

Creator Email mtoussai@usc.edu;monique.touss@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC11399AT0N

Unique identifier UC11399AT0N

Identifier etd-ToussaintM-13526.pdf (filename)

Legacy Identifier etd-ToussaintM-13526

Document Type Dissertation

Format theses (aat)

Rights Toussaint, Monique Simone

Internet Media Type application/pdf

Type texts

Source 20240918-usctheses-batch-1212 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email uscdl@usc.edu

Abstract (if available)

Abstract The purpose of this study was to identify the environmental influences that positively impact the increase in the number of Black women in senior executive service positions. Social cognitive theory (SCT) was the theoretical foundation applied to this dissertation. Two research questions guided this study: 1) What environmental factors have influenced the career progression of Black women in SES positions? 2) How has mentorship or coaching influenced the experiences of Black women in SES positions, if at all? The evaluation of the research questions was conducted using a qualitative research design with semi-structured interviews as the primary research method. 11 Black women who are in senior executive positions across the United States federal government and members of the target population were interviewed. For research question 1, environmental factors such as societal expectations, leadership, peer groups, training, faith, and a support system, were most common among the participants to have influenced their career progression. For research question 2, the push for advancement, the identity of and access to coaches and mentors, affiliation with affinity groups, and the current stance on mentoring played a pivotal role for some of the executives interviewed. There are four recommendations identified to address the findings: (1) embed sustainable DEIA practices into agency strategic plans (2) increase resources to provide training for a diverse pool of senior executive service candidates, (3) integrate diversity, equity, and inclusion (DEI) practices into training and performance plans of senior leadership, and (4) provide access to diverse mentors and/or coaches.