University of Southern California Dissertations and Theses

Mitigate microaggressions against Black women in the workplace for improved health outcomes

(USC Thesis Other)

Mitigate microaggressions against Black women in the workplace for improved health outcomes

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content 1

Equal Opportunity and Justice
Mitigate Microaggressions Against Black Women in the Workplace for Improved
Health Outcomes
Doctoral Capstone Project
Michelle D. Brock
University of Southern California
Suzanne Dworak-Peck School of Social Work
DSW Program
Dr. Manderscheid
August 9, 2023

2

Acknowledgments
My path to earning a doctorate has been fraught with obstacles and blessings. Thank you,
Shanel, Simone, and Simon, for your unwavering support every step of the way. you
are the reason I will not give up. Thank you! I love you more than you could ever imagine!
To my mother and grandmother, you have always been the wind beneath my wings! I
always knew that you were the force that pushed me to fly higher with each goal and challenge.
Thank you for always pouring into me! I will love you until the end of time! To Smitty, my
best-friend and significant other, thank you for always supporting and encouraging me!
To all of my USC professors, I appreciate your time and support. Dr. Manderscheid, Dr.
Rice and Dr. Wiley, there are truly no words to express my gratitude for your patience and
support. Dr. Lowney, I appreciate your time and decision to serve on my capstone committee.
Thank you!

3

Executive Summary
Black women are vulnerable to microaggressions due to implicit biases
and internalized White supremacy because they reside in a racialized society. Microaggressions
upholds the ideology of white supremacy that centers on whiteness as the model culture and the
separation from all other races or ethnicities. The consequences of microaggressions are
injustices and lack of opportunities for Black women related to employment and nearly every
area of their lives. The Grand Challenge for Social Work posits that Achieving Equal
Opportunity and Justice encompasses all 13 of the Grand Challenges (Eradicating Racism,
Financial Capability for All, Building Financial Capability for All, Promoting Smart
Decarceration, Reducing Extreme Economic Inequality, Ending Homelessness, and Ensuring the
Healthy Development of All Youth) (Maiden & Weiss, 2023).
According to Angelica Geter, the Chief Strategy Officer of the Black Women's Health
Imperative, a non-profit organization that employs scientific evidence on the health effects of
racism to drive organizational transformation, black women encounter higher levels of racism in
the workplace compared to other settings (Lui, 2022). Moreover, Black women encounter
microaggressions in the workplace that have a detrimental effect on their performance,
compromise their psychological well-being, and diminish their overall health and welfare.
Black women are subjected to microaggressions on a daily basis as a result of the
widespread and institutionalized presence of racism, discrimination, and prejudice. The
everyday and cumulative exposure experienced by Black women has a significant role in the
process of weathering. Drawing on more than three decades of study, Dr. Arline Geronimus, a
prominent public health researcher, posits that weathering is a consequence arising from the
4

recurrent or prolonged engagement of psychological stress over extended periods of time
(Geronimus, 2023, p. 27). Furthermore, it has been argued by Geronimus (2023, p. 27) that an
individual's health and life expectancy are influenced to a greater extent by their experiences,
social relationships, and the physical environment in which they reside, rather than by their
genetic makeup or lifestyle choices. Certain factors that contribute to the acceleration of aging
processes are more prone to activation in individuals who belong to oppressed populations when
they encounter relatively privileged environments, such as colleges, suburban communities, and
professional workplaces that are predominantly inhabited white individuals. These settings have
often been historically structured to exclude Black Americans and are seldom designed with their
specific need in consideration (Geronimus, 2023, p. 27).
The consequences of microaggressions are injustices and lack of opportunities for Black
women related to employment and nearly every area of their lives. The Grand Challenge for
Social Work posits that Achieving Equal Opportunity and Justice encompasses all 13 of the
Grand Challenges (Eradicating Racism, Financial Capability for All, Building Financial
Capability for All, Promoting Smart Decarceration, Reducing Extreme Economic Inequality,
Ending Homelessness, and Ensuring the Healthy Development of All Youth) (Maiden &Weiss,
2023)
The Justice-Informed Leadership Curriculum utilized principles of the human
Centered design methodology. Similar to Black Feminist Theory, the human centered design
methodology embraced the intersectionality and positionality of Black women as they are not a
monolith of people. Improving Black women’s health outcomes is imperative, still informing
participants of the slow nature of changing social systems and structural racism was paramount
to avoid giving false expectations. Communication and connection with participants for their
5

feedback on the how the Justice -Informed Leadership Curriculum prototypes met their needs
ensured that participants had a say in the innovation.
Racism is not pathological as no one is born with a tendency to become racist or to
adopt biased thoughts. Instead, we all the product of social racialization that encourages white
supremacy ideologies. For example, factors in children’s environments, and in our society as a
whole, teach children that race is a social category of significance (Winkler, 2009). For adults,
the social learning theory is quite effective in helping employees learn new interpersonal skills to
replace biased, racially based ones.
The ultimate goal of this innovation, the Justice-Informed Leadership Curriculum, is that
organizational leaders and Black women employers will be motivated to advocate for systemic
improvements that would dismantle structural racism. The existence of structural racism cannot
solely be attributed to personal biases held by individuals. It is also perpetuated through the
establishment and enforcement of laws, regulations, and practices by different tiers of
government. Furthermore, it is deeply ingrained within the economic system, as well as cultural
and societal norms (Bailey et al., 2017; Rothstein, 2017). Our nation’s social systems have been
infected with racist policies and practices for centuries, therefore strategic efforts to dismantle
structural racism will not happen overnight. The Justice-Informed Leadership Curriculum takes
this into consideration, and therefore acts as an igniter for social change.
The Justice-Informed Leadership Curriculum utilizes the principles of social learning
theory to effectively foster the replacement of unconscious biases with more inclusive schemas.
Furthermore, the Justice-Informed Leadership Curriculum aims to provide Black women with
knowledge and understanding about the occurrence and manifestation of microaggressions in
6

professional settings. The Justice-Informed Leadership Curriculum aims to provide Black
women employees with the tools and knowledge necessary to effectively advocate for a work
climate that prioritizes psychological safety. By doing so, it is expected that this initiative will
contribute to the reduction of psychological and physical distress experienced by Black women,
ultimately leading to improved health outcomes for this demographic.
In spite of the recent directives issued by the National Institutes of Health (NIH) to
improve the participation of women and racial/ethnic groups that are historically marginalized in
the field of biomedical research across all NIH-funded research endeavors, there remains a
persistent underrepresentation of Black women. Consequently, the interventions that arise from
such research may not adequately address the distinct requirements and circumstances of this
particular demographic (Zhang et al., 2013).
The practice of racial redlining has been shown to have a detrimental effect on the
economic empowerment of minority women. Hence, it is essential to engage in collaborative
efforts with groups that have similar objectives to improve women’s life chances and health
outcomes moving forward. In a similar vein, maintaining the existing state of affairs that
neglects the role of community as a means of financial assistance perpetuates structural racism
by exacerbating the marginalization of disadvantaged communities.
The overarching objective is to establish nationwide endeavors consisting of
governmental officials, medical experts, public health professionals, and the National
Association of Social Workers, aimed at addressing microaggressions targeting Black women,
with the ultimate aim of enhancing their health outcomes. The ongoing partnership with the
local non-profit organization, Creating Beauty Out of Ashes, will continue. In order to
contribute to the formation of a local non-profit organization dedicated to enhancing the health
7

outcomes of Black women, a series of leadership training sessions has started on a bi-monthly
basis, on Saturdays. This initiative aims to embody the concept of "paying it forward" by
providing valuable knowledge and skills to those interested in assuming leadership roles within
the newly created organization, known as Melaninogonee (mixture of Gullah Geechee and
English which means the love of Black women) that will join the social movement for a more
just society that advocate and promote health outcomes for Black women.

8

Abstract
The Justice-Inform Leadership Curriculum is an innovative microintervention program that
educates organizational leaders on how workplace microaggressions reduce equal opportunity
and justice for Black women. It also highlights the detrimental health effects of microaggressions
on Black women. Microaggressions, subtle and even unintended acts of prejudice, are deeply
rooted in White supremacy. These microaggressions hamper the Social Work Grand Challenge,
Achieve Equal Opportunity and Justice. Microaggressions occur when policies ignore Black
women's hair norms, discriminatory compensation, and racism. The Justice-Informed
Leadership Course helps leaders create a psychologically safe workplace that allows Black
women to express themselves and make decisions without fear of repercussions. Racism in
society needs workplace microaggression strategies for Black women. Doing so will promote a
more equitable society and advance the Social Work Grand Challenges of Eradicating Racism,
Financial Capability for All, Building Financial Capability for All, Promoting Smart
Decarceration, Reducing Extreme Economic Inequality, Ending Homelessness, and Ensuring the
Healthy Development of All Youth (Maiden & Weiss, 2023). The Justice-Informed Leadership
Curriculum is innovative because it emphasizes Black women's lives and trauma-informed
principles. The Justice-Informed Leadership Curriculum is an alternative to Diversity, Equity,
and Inclusion training programs that have failed to address the disparities that cause Black
women's poor health and hardships.
Keywords: microaggressions, weathering, justice, opportunity, anti-Black racism,
psychological safety

9

Positionality Statement
As an individual belonging to the Gullah Geechee community, a group of direct
descendants of enslaved Africans residing in the Sea Islands of South Carolina, it is important to
admit that my personal perspective and position have inevitably influenced the course of this
research to a certain degree. A significant portion of my personal philosophies have been
influenced by the beliefs and ideals espoused by those belonging to the Gullah Geechee nation,
including principles of communal solidarity, liberty, and autonomy.
I am biased due to my status as United States Air Force veteran who protected freedom
and democracy for over 20 years of my adult life, as a sociology scholar who studied inequality,
inequity, stratification, intersectionality, matrix of domination, conflict theory, etc., and other
theories and perspectives to explain human behavior in the social environment. I have had
numerous experiences in which I was labeled as the stereotypical Angry Black Woman. Due to
the education and training I have received as a trauma therapist, I have extensive knowledge of
the toll trauma takes on the body physically, psychologically and spiritually. I also acknowledge
that as a Black woman who has minimal lived experiences of being the target of colorism and as
a Black woman of Geechee Gullah heritage that was taught about cultural pride at an early age
that this work may be biased. Lastly, as a Black woman with caramel complexion and
Afrocentric features such as texturized hair, full lips etc. my perspective may be biased.

10

Problem Of Practice and Literature Review
Since the arrival of enslaved Africans to the United States, Black women have been
subjected to injustices and unfair treatment fueled by anti-Black racism that become entrenched
in the United States’ cultural, economic, legal and political structures. Anti-Black racism refers
to the cognitive and affective failure to acknowledge the inherent humanity of individuals who
are racially classified as Black, accompanied by feelings of scorn or indifference towards them
(Berrey, 2009; Hughes et al., 2006; Ross, 2020). The distinction between anti-Blackness and
systemic racism lies in the purposeful and deeply ingrained subjugation of Black individuals for
the benefit and perceived superiority of white individuals (Ross, 2020). This sets anti-Blackness
apart from the more often used and less impactful concept of systemic racism.
According to Waytz et al. (2015), racialized Black persons are stigmatized by anti-Black
racism, which also portrays them as possessing super-human qualities. Furthermore, it is evident
that Black women encounter gendered forms of anti-Blackness as a result of their intersecting
marginalized identities pertaining to both gender and race (Jackson et al., 2022). According to
the scholarly work of Lewis and Neville (2015), gendered racial microaggressions refer to
discreet and commonplace manifestations of oppression that are expressed via verbal,
behavioral, and environmental means. These microaggressions are rooted in the intersectionality
of an individual's race and gender.
The aversive racism framework offers an explanatory lens through which to comprehend
the enduring presence of racism and its hidden manifestations. Racial microaggressions may be
seen as a manifestation of aversive racism, characterized by their discrete and subtle nature,
sometimes explained by the individuals perpetrating them (Sethi, 2016). The concept of racial
microaggressions was initially proposed by Pierce, Carew, Pierce-Gonzalez, and Wills (1977),
11

and subsequently developed further by Sue, Capodilupo, et al. (2007). Racial microaggressions
refer to subtle and commonplace acts of disrespect and offense that encompass a range of
racially biased assumptions, such as those related to criminal behavior, intelligence, cultural
norms, and citizenship. Additionally, these acts may involve downplaying or disregarding the
racialized encounters faced by individuals of color.
Another point of view posits that microaggressions include verbal and behavioral acts
that may be intentional or unintentional, but still convey hostile, derogatory, or unfavorable
slights, dismissals, and affronts toward a person due to their marginalized position within society
(Sue et al., 2019). These phenomena may be further characterized as microassaults,
microinvalidations, or microinsults. Microassaults refer to acts of racial aggression that are either
verbal or nonverbal in nature, with the explicit intention of causing damage to the targeted
individual. These acts may manifest via the use of derogatory language, avoidance of interaction,
or purposeful discriminatory actions (Sue et al., 2019). Microinsults are a kind of discourteous
and insensitive comments that undermine an individual's racial heritage or identity.
Microinvalidations refer to a kind of communication that effectively excludes, rejects, or
nullifies the psychological thoughts, feelings, or lived reality of individuals belonging to racial or
ethnic minority groups (Sue et al., 2019).
The aversive racism paradigm provides insight into the limited effectiveness of
programmatic interventions aimed at reducing the occurrence and consequences of
microaggressions and implicit bias (Noon, 2018). The nature of aversive racism suggests that
offenders may be oblivious of their own prejudices and racial sentiments. In order to facilitate
the transformation of people' prejudiced perceptions and actions, it is necessary for them to first
recognize the presence of such biases. Without this happening, persons with well-meaning
12

intentions participate in discriminatory actions that contribute to the ongoing marginalization of
Black women, therefore depriving them of equitable opportunities and justice.
Workplace microaggressions induce a multitude of adverse outcomes for Black women,
resulting in inequities and limited prospects that detrimentally affect several aspects of their
existence. The Grand Challenge for Social Work posits that Achieving Equal Opportunity and
Justice encompasses the remaining Grand Challenges (Eradicating Racism, Financial Capability
for All, Building Financial Capability for All, Promoting Smart Decarceration, Reducing
Extreme Economic Inequality, Ending Homelessness, and Ensuring the Healthy Development of
All Youth) according to Maiden and Weiss (2023), Therefore, the mitigation of workplace
microaggressions targeting Black women in professional settings not only contributes to the
advancement of the Grand Challenge-Achieve Equal Opportunity and Justice, but also enhances
the economic, social, and psychological well-being of Black women as a whole.
Angelica Geter, the Chief Strategy Officer of the Black Women's Health Imperative, a
non-profit organization focused on utilizing scientific evidence to promote organizational
transformation regarding the health impacts of racism, asserts that Black women experience
elevated levels of racism within the professional environment in comparison to other
environments according to Lui (2022), In modern society, overt manifestations of racism have
become socially unacceptable. Consequently, those who have racist attitudes resort to using
covert methods to discriminate against Black women inside professional settings.
Microaggressions may manifest in workplace policies and practices, shown as grooming
standards that neglect to consider the distinctive natural hair texture of Black women.
Black women are more susceptible to encountering workplace racism in the form of
microaggressions, mostly due to their distinct physical characteristics that are more Afrocentric
13

and less aligned with whiteness. Black women are also susceptible to encountering
microaggressions from individuals who are minorities or persons of color who have a closer
proximity to whiteness. In addition, it has been observed that Black women encounter an
extensive spectrum of microaggressions from those in positions of authority, as well as from
their subordinates, peers, and coworkers (Torino et al., 2019).
A significant portion of the contemporary scholarly literature centers on the experiences
of Black women in relation to microaggressions within the context of academic (Cartwright,
Washington & McConnell, 2009; Pittman, 2012; Martin, 2015) and clinical environments
(Constatine & Sue, 2007; Sue, Capodilupo, et al., 2007). Despite the public declaration of the
social work profession about their position on racism and their endorsement of social justice and
equal opportunity, several Black women academics have voiced their encounters with anti-
Blackness inside predominately white schools of social work (PWSSW). The study conducted
by Davis and Livingstone (2016), as highlighted by Jackson et al. (2022), revealed that doctoral
social work students who participated in an anti-racism project observed instances of
marginalization experienced by Black women students in their mandatory courses. These
instances were characterized by deliberate omissions of discussions on race and racism by white
faculty members and peers.
A pattern of inconsistent acknowledgment in the workplace, when Black employees are
not recognized for their achievements in a manner comparable to their White counterparts, may
be identified as a kind of microaggression. Bryson and Lawrence (2000) assert that the current
body of literature in social work education often overlooks or assimilates the experiences of
Black women into broader discussions concerning "other" non-white groups, assuming that these
14

groups share similar experiences based on their race and gender (e.g., all Black scholars, all
women of color scholars).
The McKinsey & Company 2022 Women in the Workplace Study, which is considered
the most comprehensive investigation into the status of women in corporate America, reveals
significant challenges faced by Black women leaders. Specifically, the study indicates that 20%
of Black women leaders reported instances where individuals questioned their qualifications,
38% encountered situations where they were mistaken for employees at lower hierarchical
levels, and 55% experienced instances where their decision-making abilities were doubted
(McKinsey and Company, 2022). Black women leaders are more prone to experiencing
skepticism about their competency and encountering microaggressions from their peers, relative
to women in similar positions. According to a recent study conducted by McKinsey and
Company (2022), a significant proportion of Black women executives, namely one out of every
three, contend that they have been overlooked for various opportunities due to personal attributes
such as their racial and gender identities.
Stakeholders agree with the literature that highlight the invisibility of Black women when
it comes to Black women receiving support in the workplace. Stakeholder A, a licensed clinical
social worker, expressed that the media plays a major role in how Black women are perceived in
the workplace. The way the media represent Black women tend to uphold harmful stereotypes of
Black women. In 2008, Mora Bailey used the word misogynoir, the singular intersectionality
that of sex and gender that Black women face, to characterize the hatred that Black women face
in digital and visual culture. (Bailey, 2021). The media contributes significantly to White
supremacy by endorsing the differential treatment that Black women must continually navigate.
15

The portrayal of Black women by the media perpetuates and promotes unfavorable
stereotypes and perceptions of this demographic group. Throughout history, the perpetuation of
negative societal stereotypes such as Jezebel, the mammy, the welfare queen, the Strong Black
Woman, and Sapphire has had a detrimental impact on the overall well-being of Black women.
The Jezebel stereotype, characterized by the perception that Black women, including Black
transgender women, Black queer individuals, and Black gender nonconforming individuals,
possess abnormal and unquenchable sexual desires, has been extensively discussed in scholarly
works (Collins, 2000; Krell, 2017).
The portrayal of the mammy figure in popular culture often depicts her as possessing
physical attributes such as a large stature and dark skin tone, while also emphasizing her kind-
hearted nature, lack of sexual agency, and spirited demeanor (Bailey, 2021). The welfare queen
stereotype was prevalent throughout the 1970s-1980s and had a harmful impact on the well-
being of Black women. The concept of the welfare queen was characterized by the portrayal of a
single African American woman who strategically had children in order to exploit the financial
benefits provided by the federal government. The aforementioned misrepresentation was
endorsed by the Reagan administration, leading to the implementation of The Personal
Responsibility and Work Opportunity Act of 1996 (Bailey, 2021).
The Strong Black Woman myth, although initially meant as an inspiring portrayal of
Black women, has inadvertently resulted in adverse effects by perpetuating the belief that Black
women possess an inherent ability to endure physical and mental suffering without the need for
recovery or healing. In a similar vein, this picture serves to perpetuate the adverse treatment of
Black women, since it implies that they are supposed to passively endure any kind of
mistreatment imposed upon them by others. Contrarily, the Strong Black Woman archetype
16

renders her susceptible to emotional, bodily, and psychological anguish and vulnerability.
Similarly, it also renders her susceptible to race-related anxiety and microaggressions.
Black women possess a heightened awareness of these prejudices and therefore make
efforts to refrain from perpetuating them. As a result, Black women are subject to the
phenomenon known as stereotype threat. Stereotype threat refers to a contextual circumstance
whereby an individual's social group is associated with a negative stereotype, leading to anxiety
about potential unfavorable evaluations or treatment based on this stereotype (Spencer et al.,
2016). Black women often use psychologically demanding coping mechanisms, such as code-
switching and solitude, in order to effectively navigate and mitigate the impact of stereotype
threat.
The occurrence of microaggressions in the workplace poses a significant risk to the
psychological well-being and social capital of Black women. Social capital refers to the
combined tangible and intangible assets that are inherent in, accessible via, and obtained from
the interconnected web of connections held by a person or a social entity (Nahapiet and Ghoshal,
1998; Berraies et al., 2020). Within the context of professional environments, social capital
manifests as a robust social network or affiliation, including possible sponsors and mentors. The
attainment of a successful work experience is contingent upon the cultivation of robust social
capital, in addition to the demonstration of exemplary performance. Furthermore, it has been
observed that individuals who possess an extensive network that transcends their immediate
work group tend to wield greater influence inside businesses compared to their counterparts
(Blau & Alba, 1982; Brass, 1985). It is a prevalent practice for workers to establish mentorship
connections with persons who have comparable characteristics or backgrounds. The restricted
17

availability to those with whom Black women may establish professional relationships might
pose significant challenges.
Tower et al. (2019) conducted recent research on a multistage random sample of Council
on Social Work Education (CSWE)-accredited programs. The study revealed that Black women
accounted for 8.2% of the full-time faculty. Moreover, the study conducted by Jackson et al.
(2022) provided an estimate of the proportion of tenured and tenure-track Black women
professors within authorized schools of social work (SSW), which ranged from 6% to 8%. When
examining the proportion of Black students, mostly Black women, who are enrolled in Master of
Social Work (MSW) programs (20.1%), Doctorate programs (35.8%), and PhD programs
(22.1%) across the United States, the imbalance and limited access to social capital are further
accentuated (CSWE, 2019; CSWE, 2020). This implies that Black women pursuing doctoral
degrees and holding junior faculty positions face challenges in accessing mentorship from Black
women faculty members. Scholars have identified this lack of mentorship as a significant factor
that affects the overall success and well-being of Black women in academia (Edwards et al.,
2012; Gillooly et al., 2021).
The encounter with microaggressions in the professional setting has a significant
influence on the emotional and cognitive well-being, performance capabilities, and social capital
of Black women. According to Ibarra et al. (2013), Steele (1997), and Wang et al. (2011), The
target must first ascertain if they have been subjected to a microaggression. Subsequently, the
person is inclined to engage in hypothesis testing, wherein they attempt to ascertain the purpose
and significance of the microaggression (Holder et al., 2015). The delicate nature of
microaggressions may potentially cause significant suffering. In addition, the one who is being
18

targeted may have apprehension over the potential consequences of directly addressing the
aggressor, as they may fear being seen unfavorably or labeled as too sensitive.
According to Lewis et al. (2013), the cognitive effort required to handle microaggressions
might result in exhaustion for the one being targeted, so impeding their ability to allocate that
energy towards work-related responsibilities. As a result, the persistent experience of managing
microaggressions has the potential to undermine an individual's emotional well-being.
Targeted individuals may also encounter various negative outcomes such as exhaustion and
insomnia (Hall & Fields, 2015), engaging in binge-drinking behavior (Blume, et al., 2012),
experiencing elevated levels of stress (Smith et al., 2011), encountering negative emotions
(Wang et al., 2011), and facing challenges related to mental well-being, including heightened
anxiety and depression as well as diminished self-esteem (Nadal et al., 2014). According to a
study conducted by Wang et al. (2011), it was shown that persons who perceive mistreatment
based on their racial background tend to exhibit heightened negative emotional responses,
including but not limited to feelings of humiliation, anger, fear, and disdain.
The regular and accumulated encounter with racism and microaggressions has a
significant impact on the deteriorating health and well-being of Black women. According to Dr.
Arline Geronimus, a public health researcher with extensive study experience spanning over
three decades, weathering is a phenomenon that arises as a consequence of the persistent and
recurrent activation of psychological stress over extended periods of time, perhaps spanning
many decades (Geronimus, 2023, p. 27). Jerome Adams, the former Surgeon General of the
United States, urged Black people to refrain from using cigarettes and alcohol as a preventive
measure against contracting COVID-19, the disease caused by the novel coronavirus (SARS-
CoV-2). Adams afterwards said, "Do it for your Big Mama" (Branigin, 2020). Contrary to
19

popular belief, the deterioration of African American bodies and mental well-being is not much
influenced by their own self-care practices. Weathering has been shown to cause cellular
damage to the human body, and this damage is not influenced by social activities such as
physical exercise, smoking, alcohol and narcotics use, or caloric intake (Geronimus, 2023, p. 11).
The level of education and socioeconomic position of individuals does not sufficiently mitigate
the detrimental effects of weathering.
Hartman (2008) posits that the enduring consequences of slavery manifest in a
devaluation and endangerment of Black lives, leading to disparities in life opportunities,
restricted access to healthcare and education, untimely mortality, high rates of imprisonment, and
economic deprivation (p. 6). The aforementioned assertion is supported by a recent scholarly
investigation featured in the Journal of the American Medical Association, encompassing the
time frame from 1999 to 2020. The research reveals that Black females had a substantial loss of
34,938,070 years of potential life (Caraballo et al., 2023). The concept of Years of Life Lost
(YLL) is a metric used to quantify premature mortality, including both the frequency of fatalities
and the age at which they occur (World Health Organization, n.d.).
According to Szabo (2023), Clyde Yancy, the head of cardiology at Northwestern
University's Feinberg School of Medicine and one of the authors of the research, argues that the
elevated death rates seen among those of Black ethnicity are mostly attributed to the enduring
legacy of prejudice within the nation, rather than being predominantly influenced by hereditary
factors. The aforementioned forms of prejudice are classified as macroaggressions due to their
implementation via discriminatory policies at the uppermost echelons of societal structures.
Moreover, Ethie et al. (2021) have established a correlation between microaggressions and
detrimental consequences for healthcare providers. These consequences include a diminished
20

quality of life, job dissatisfaction, compromised care practices, significant medical and
medication errors, and reduced patient satisfaction with medical services.
Conceptual/Theoretical Framework
The creation of the intervention, known as The Justice-Informed Leadership Curriculum,
was influenced by a conceptual framework rooted in Black feminist thought and critical race
theory (CRT). A key aspect of Black feminist thought is its firm belief in the need of both
individual consciousness reform and the broader societal changes within political and economic
institutions in order to bring about social transformation (Collins, 1990, p. 221). Additionally, it
is evident that while individual empowerment plays a crucial role, the generation of enduring
social change in political and economic institutions can only be achieved via collective action
(Collins, 1990, p. 238). The existence of a feeling of belonging is said to be unattainable due to
the absence of personal or cultural alignment between the experiences of African American
women and the dominant group (Howard-Hamilton, 2003). The first theme posits that
individuals beyond African American women have had a significant role in shaping their sense
of self. The improper use of authority undermines the agency of Black women. Furthermore, the
theme also suggests that the influence of others on the formation of black women's identity has
been characterized by inaccuracies and stereotypes (Howard-Hamilton, 2003).
The use of Black feminist thought as a theoretical framework has the potential to
contribute to the scholarly discussion on the health of Black women, since it prioritizes the
analysis of the complex systems of oppression that Black women encounter (Sanford, 2018).
Rather than subscribing to the widely disseminated notion that Black women are inherently
unwell, this study aims to comprehensively investigate the many factors contributing to their
present health challenges. The knowledge gained has the potential to empower Black women,
21

enabling them to liberate themselves from societal expectations that perpetuate a cycle of trauma
and force them into a constant state of survival.
The Black feminist thought recognizes the significance of intersectionality, including
power dynamics, privilege, and oppression, which operate in several dimensions and
significantly contribute to the health inequalities experienced by Black women (García, 2016).
The Black feminist perspective provides the framework for Black women to share their own
stories and enrich the collective perspective of Black women. This methodology establishes the
groundwork for communal restoration and enhanced health results among Black women as a
whole.
Psychological safety is attained when workers perceive a work environment that enables
them to express their true selves without fear, including feeling secure in sharing their thoughts
or ideas within a collaborative setting. Furthermore, the act of individuals presenting themselves
as genuine and true to their identity allows workers to openly express their race, ethnicity,
gender, sexual orientation, background, family status, and other aspects of their personal identity
without facing any kind of discrimination or prejudice. According to the Women in the
Workplace 2022 research conducted by McKinsey & Company, it was shown that a
marginal proportion of Black women, namely 45%, do not have concerns about potential
penalties for errors. Additionally, 44% of Black women express a sense of ease when it comes to
expressing disagreement with their colleagues, while 37% of Black women report infrequent
experiences of exclusion (McKinsey and Company, 2022).
Critical Racial Theory (CRT) is a pertinent theoretical paradigm within the domain of
social work, particularly in the context of examining historically marginalized people. Critical
Race Theory (CRT) is distinguished by its aim to amplify the voices and viewpoints that have
22

been historically underrepresented. It emphasizes the need of situating problems within their
social, political, and historical contexts, while also taking into account power dynamics,
privilege, racism, and many other types of oppression (Daftary, 2018).
Critical Race Theory posits that inequalities is primarily rooted in systemic racism.
Critical Race Theory (CRT) further espouses the notion that the process of racializing people
contributes to the perpetuation of systemic racism. The widespread adoption of racialized
perspectives that promote the superiority of one race while concurrently degrading others
engenders a distorted narrative whereby those belonging to the elevated race are erroneously
seen as superior to those from the marginalized group. These ideologies empower privileged
groups to use their political and societal influence in order to marginalize underprivileged
factions.
The suggested innovation aligns well with the logic model and the social learning theory,
which is a theoretical framework for understanding how individuals acquire knowledge and
skills via observation and interaction with others. In order clarify the process of change, the
activities pertaining to the logic model serve to illustrate how the intervention operates by
delineating the preparatory actions for program execution. The logic model effectively
illustrates the theory of change by defining the strategic inputs, actions, outputs, results, and
impact that are necessary for a successful launch. The inputs of the invention include the
necessary resources, such as licensed clinical social workers and registered nurses. The
suggested innovation has the potential to initiate a significant change in the prevailing paradigm,
leading to a reduction in the frequency of microaggressions encountered by Black women within
the professional environment. Consequently, this improvement is expected to positively impact
the overall health outcomes of Black women.
23

Project Description
The Justice Informed Leadership Curriculum is innovative because it acknowledges the
harm racism and discrimination inflict on Black women, empowers Black women to create their
own narratives, disrupts the status quo of capitalism, and focuses on improving the health
outcomes of Black women. Based on data from the American Association of University Women
(AAUW, 2023), it has been observed that Black women tend to complete their education with an
average student debt amounting to $37,558. Due to the simultaneous experience of sexism and
racism, Black women, who reside at the intersection of two disadvantaged identities, encounter
financial disparities in terms of lower earnings and increased reliance on borrowing to finance
their college education. Consequently, they face considerable challenges in repaying their loans.
Furthermore, according to Bhutta et al. (2020), the median wealth of Black households in 2019
amounted to a mere $24,100, in stark contrast to the median wealth of White households, which
stood at $188,200.
The perpetuation of structural racism creates a continuous cycle of limited social capital,
necessitating purposeful and intentional efforts by stakeholders to develop a solution that avoids
inflicting financial damage on Black women. Furthermore, the pursuit of a more just world,
including the establishment of more balanced communities, the eradication of health inequalities,
and the creation of inclusive professional settings, necessitates the adoption of more
revolutionary and progressive frameworks (Wilkinson & D’Angelo, 2019).
The Justice-Informed Leadership Curriculum is a microintervention that prioritizes racial
justice in relation to Black women employees. Its objective is to develop policies and practices
that address and mitigate the challenges faced by Black individuals in the workplace. The
underlying rationale is that by addressing these specific injustices, there is potential for broader
24

positive impacts on other marginalized groups as well (Winters, 2023). The program is
comprised of two distinct courses, namely Policy and Microaggressions. Module 1, under
"Policy," delves into strategies that leaders might use to enhance or establish policies aimed at
rectifying historical injustices inflicted against Black women. Module 2, titled
"Microaggressions," examines the detrimental impact of prejudices on Black women,
specifically in the context of microaggressions. This module also outlines several techniques that
may be used to mitigate and avoid instances of microaggressions targeting Black women within
the workplace. The Policy Module is specifically tailored for those in leadership positions, while
the Microaggressions Module is created to cater to the needs of all workers, regardless of their
hierarchical position within the organization. Hence, it is recommended that individuals in non-
managerial roles only participate in the Microaggressions Module.
Microinterventions refer to the proactive measures taken by individuals who are the
recipients of bias, as well as their parents/significant others, allies, and well-intentioned
bystanders. These measures are aimed at countering, challenging, reducing, or neutralizing
instances of individual bias known as microaggressions, as well as broader expressions of
prejudice, bigotry, and discrimination at the institutional or societal level, which are referred to
as macroaggressions (Sue et al., 2021, p. 23). Microinterventions may be seen as commonplace
verbal or behavioral actions that aim to affirm the value of the individual being targeted, reduce
feelings of powerlessness, and confront or put an end to prejudiced behaviors or circumstances.
According to Sue et al. (2021, p. 23)
Theory of Change
Racism cannot be considered a pathological condition, since individuals are not
inherently predisposed to develop racist beliefs or have prejudiced thinking from birth. However,
25

we are all products of societal processes that include racialization, which in turn perpetuates
ideology of white supremacy. For instance, several elements within the environments of
children, as well as within our broader societal context, instill the notion that race has substantial
social value to young individuals (Winkler, 2009). The social learning hypothesis has shown
considerable efficacy in facilitating the acquisition of new interpersonal skills among adult
individuals, particularly in the context of replacing prejudiced and racially influenced behaviors
inside the workplace.
The Justice-Informed Leadership Curriculum is a novel microintervention strategy to
facilitate the comprehension of organizational leaders about the foundations of policies and
practices in relation to injustices and unfairness. As a result, Black women are placed at a
disadvantage and become susceptible to microaggressions that lead to the phenomenon of
weathering. Furthermore, the Justice-Informed Leadership Curriculum is characterized by its
innovative approach, as it seeks to provide leaders with a deep understanding of equity and
justice. The curriculum's primary objective is to enable leaders to effectively create, execute, and
uphold policies that promote justice, equity, and psychological well-being for all employees.
This is particularly crucial for Black women, who face heightened vulnerability to the adverse
effects of long-term stress and societal pressures. Additionally, the primary objective of the
Justice-Informed Leadership Curriculum is to provide Black women with the necessary
information and support to question the prevailing notion that their compromised health
outcomes are only attributed to individual pathology, disregarding the impact of institutional
racism. Once equipped with more precise knowledge on the role of structural racism in
exacerbating the deterioration of their health, Black women may proactively engage in
advocating for enhanced safeguards against its impact.
26

The Justice-Informed Leadership Curriculum is a targeted intervention designed to
address the issue of justice in leadership. The primary objective is to address and mitigate
microaggressions both on an individual and institutional level. The overarching objective is to
inspire executives inside companies, as well as Black women employees, to actively advocate for
systemic enhancements aimed at dismantling structural racism. The existence of structural
racism cannot solely be attributed to personal biases held by individuals. It is also perpetuated
through the establishment and enforcement of laws, regulations, and practices by different tiers
of government. Furthermore, it is deeply ingrained within the economic system, as well as
cultural and societal norms (Bailey et al., 2017; Rothstein, 2017). Racist laws and practices
permeate social structures, necessitating systematic and sustained efforts to remove structural
racism, which cannot be expected to occur expeditiously.
The Justice-Informed Leadership Curriculum duly acknowledges this aspect and so
serves as a catalyst for societal transformation. The Justice-Informed Leadership Curriculum
incorporates the ideas of social learning theoretical frameworks that may successfully facilitate
the replacement of unconscious prejudices with more inclusive schemas. Additionally, the
Justice-Informed Leadership Curriculum seeks to provide Black women with comprehensive
information and a deep awareness of the prevalence and expression of microaggressions within
professional environments. The primary objective of the Justice-Informed Leadership
Curriculum is to provide Black women workers with the requisite skills and information to
successfully champion for a work environment that places a high value on psychological safety.
By implementing this measure, it is anticipated that this endeavor will have a positive impact on
alleviating stress levels among Black women, thereby resulting in enhanced health outcomes
within this specific population.
27

Black women's experiences are impacted by early aging caused by weathering.
The omission of some study narratives about health and the deployment of treatments against
illness has been prevalent in recent years (Yup, 2022). In a parallel investigation to the 1994
research of Women's Health Across the Nation (SWAN), Dr. Alexis Reeves undertook a
research that included the exclusion of about 9,000 women based on the criteria established by
the previous SWAN study. Dr. Reeves conducted a process of pairing the profiles of the female
participants with those who had been included in the study and had comparable characteristics.
The findings of the study revealed that the incorporation of these women into the research
cohort resulted in a decrease in the mean age at which several significant illnesses manifested.
Reeves (year) discovered that the onset of cardiac disease occurs around five years sooner in
Black and Hispanic women, but insulin resistance manifests approximately eleven years earlier
in these populations. Therefore, it is recommended that treatments aimed at addressing
hypertension and metabolic illnesses in Black and Hispanic women be initiated at an earlier stage
than previously anticipated, as shown by the findings of SWAN's data (Yup, 2022). In addition,
it is worth noting that despite the recent directives from the National Institutes of Health (NIH) to
promote the participation of women and racial/ethnic groups that are historically
underrepresented in biomedical research across all NIH-funded projects, the representation of
Black women remains inadequate. Consequently, the interventions derived from such research
may not adequately address the specific requirements and circumstances of Black women (Zhang
et al., 2013; Melloni et al., 2010; Flaskerud & Nyamathi, 2000).

28

Solution Landscape
According to a report from the Society for Human Resource Management (Bunn, 2023),
there has been a notable rise in DEI positions throughout the country, followed by a subsequent
exodus. This surge in DEI jobs may be attributed to the heightened desire for more racial fairness
and justice in the aftermath of George Floyd's death in 2020. Numerous specialists in the field of
diversity, equity, and inclusion (DEI) claim that the dedication shown by companies towards
DEI initiatives was insincere right from the beginning. Furthermore, it can be seen that the DEI
officers exhibited a lack of diversity, hence perpetuating the status quo. This is evident in the fact
that people from the dominant group were mostly responsible for making choices pertaining to
equitable opportunities and access for disadvantaged groups. In addition, the absence of support
from superiors and the recruitment of individuals with little or no proficiency in carrying out the
specialized task contributed to the failure of diversity, equity, and inclusion (DEI) initiatives.
Sponsorship refers to the practice whereby a member of an organization uses their
influence with higher-level executives to actively support and promote the advancement of
proteges (Torino et al., 2019). Moreover, sponsorship entails enhancing the prominence of a
protégé in influential domains, lobbying for significant tasks and advancements, and risking
one's own reputation to assist the ongoing progress of the protégé (Hewlett et al., 2012).
Therefore, sponsorship serves as a strategic mechanism for capitalizing on equality and
minimizing instances of microaggressions experienced by female workers of African descent.
However, McKinsey & Company's research reveals that a significant proportion of workers,
even those who identify as Black, indicate a lack of sponsorship, with around two-thirds
reporting no sponsorship.
29

According to a research study done by Lean In and Survey Monkey, with a sample of
7,400 persons in the United States aged 18 and above, it was shown that 45% of Black women
reported having robust support from allies in their professional environments. Interestingly, this
finding contrasts with the self-perception of white workers, as almost 80% of them considered
themselves to be allies to women of color in the workplace (Connley, 2020). White allyship
refers to an ongoing and reflective practice in which individuals actively examine their own
Whiteness through the lens of intersectionality. This involves using their position of power and
privilege to challenge and disrupt the existing social norms. Through engaging in prosocial
behaviors, white allies aim to promote growth and connection, while also fostering mutual
support, solidarity, and advancement opportunities for Afro-Diasporic women in their careers
and leadership roles (Erskine & Bilimoria, 2019).
Prototype Description
The Justice-Informed Leadership Curriculum, a two-day course, is a targeted intervention
aimed at aiding leaders in understanding and creating a workplace that is fair and
psychologically safe for Black women. The Justice-Informed Leadership Curriculum has been
designed from a trauma informed standpoint, with the objective of recognizing the persistent
consequences of slavery and its role in the ongoing health difficulties experienced by Black
women. Considering the profound historical impact of racism, it is imperative that Licensed
Clinical Social Workers (LCSWs) facilitate the course. The fundamental values of Licensed
Clinical Social Workers (LCSWs), including Service, Social Justice, Dignity and Worth of the
Person, Importance of Human Relationships, Integrity, and Competence, make them highly
suitable as instructors for the Justice-Informed Leadership Curriculum. The integration of
human-centered principles and a comprehensive understanding of trauma and trauma-informed
30

interventions underscores the ability of Licensed Clinical Social Workers (LCSWs) to effectively
facilitate rigorous curricula, while also fostering a conducive environment for participants to
express their viewpoints in a productive and healthy manner.
The recommended ratio for optimal employee support is 1 Licensed Clinical Social
Worker (LCSW) per 5 employees. However, the maximum training capacity allows for 10
employees to be accommodated with the assistance of 2 Licensed Clinical Social Workers
(LCSWs). The LCSWs must be trained and proficient in at least one trauma-based therapy
modality such as Eye Movement Desensitization and Reprocessing (EMDR), Trauma-focused
Cognitive Behavior Therapy, Cognitive Processing Therapy (CPT) and Prolonged Exposure
Therapy (CPT) etc.
The first day of training is dedicated to organizational leaders and includes the Policy
Module. The Policy Module has many components, including Justice, Tenets of Leadership
Commitment to Workplace Justice, Creating a Justice-Informed Culture, Coping with
Resistance, Assessing Readiness for Change, and Change. The Microaggressions Module for all
employees takes place on the second day of the training program. The Microaggressions Module
comprises instructional units on Racism, Categorizations of Microaggressions, Microaggressions
Encountered during the Employment Cycle, and Strategies for Addressing Microaggressions.
The design of all modules is intended to accommodate the specific requirements of the
participants, hence potentially resulting in a training duration that is less than the designated 8-
hour timeframe.
The Justice-Informed Leadership Curriculum places a central focus on Black women,
therefore affirming the validity of their lived experiences. The primary aim of the Justice-
Informed Leadership Curriculum is to foster societal change that promotes equitable
31

opportunities and justice for Black women. Moreover, the Justice-Informed Leadership
Curriculum aims to cultivate a mindset among corporate leaders and Black women workers that
regards diversity as valuable assets and encourages the adoption of anti-racist practices. These
initiatives will provide a professional setting whereby Black women are afforded the opportunity
to express their true selves, experience a sense of empowerment to articulate their concerns and
exercise decision-making autonomy without fear of reprisal, and get recognition and
advancement based on their hard work.
The undertaking at hand is rather challenging given the complex and interrelated nature
of inequality, discrimination, and marginalization that are pervasive throughout societal
structures. Advancing the Social Work Grand Challenge Equal Opportunity and Justice play a
role in the attainment of the remaining Grand Challenges, namely the Eradication of Racism, the
Promotion of Financial Capability for All, the Establishment of Smart Decarceration Practices,
the Reduction of Extreme Economic inequality, the elimination of homelessness, and the
assurance of the healthy development of all youth. According to Maiden and Weiss (2023). The
major aim of the Justice-Informed Leadership Curriculum is to facilitate social change via the
promotion of equal opportunity and justice for Black women, hence supporting the growth of a
more equitable and inclusive society.
Likelihood of Success
While it is widely acknowledged that social structures are inherently resistant to change,
the implementation of the Justice-Informed Leadership Curriculum has promise in equipping
leaders and Black women with the necessary knowledge and understanding to effectively address
and mitigate instances of microaggressions targeting Black women within professional settings.
In contrast to conventional treatments, the Justice-Informed Leadership Curriculum places a
32

strong emphasis on centering the lived experiences of Black women, as seen from their own
perspectives. The enhanced probability of achieving positive outcomes is attributed to the active
involvement of Black women in their own healing process. In fact, the initial pilot produced
favorable results as demonstrated by positive feedback from participants about their improved
financial and physical well-being.
Methodology
The test pilot included a group of eight individuals who described themselves as women
and belonging to the Black or African American racial category. The participants were not
obligated to disclose their gender. A total of eight female participants willingly engaged in an
online survey administered by Qualtrics. The survey used a snowball sampling technique,
encouraging participants to recommend acquaintances and family members to participate in the
study. The research aimed to investigate the participants' encounters with microaggressions
within their workplace. The participants who met the eligibility criteria were required to be a
minimum of 18 years old. Overall, the African American female participants indicated a mean
age of 32 years. All eight individuals were employed full-time.
The Justice-Informed Leadership Curriculum incorporates ideas derived from the human-
centered design approach. The human-centered design technique, similar to Black Feminist
Theory, acknowledges the need of recognizing the intersectionality and positionality of Black
women, understanding that they are not a homogenous group. As a result, the strengths of
participants' intersections or positions in society, including factors such as color, ethnicity,
gender, socioeconomic status, ability status, sexuality, age, citizenship, religious beliefs, marital
status, education, political ideology, appearance, and body size, were acknowledged rather than
33

perceived as weaknesses. Given that people possess varying degrees of internalized
racism/white supremacy, the viewpoints of leaders were deemed to have significant value.
Enhancing the health outcomes of Black women is of utmost importance; yet it is crucial
to apprise participants of the gradual pace at which social institutions and structural racism
evolve. This is essential to prevent giving unrealistic expectations. The establishment of
effective communication channels and the establishment of connections with participants
facilitated the collection of feedback about the extent to which the prototypes of the Justice-
Informed Leadership Curriculum fulfilled their needs. This approach guaranteed that participants
were actively involved in the process of innovation. Given the historical context of Black
women’s lack of consent in medical experimental and eugenic projects, the utmost importance
was placed on obtaining informed consent. Moreover, the project's details were explained using
language that was understandable to every member. Every participant was given the opportunity
to discontinue their involvement without any fear of retaliation or adverse repercussions.
It was imperative that the solution be made accessible and cheap to Black women of all
socioeconomic backgrounds. The delivery of the information required numerous modalities,
including in-person interactions, online platforms, and printed materials. The curriculum
requires flexibility in order to accommodate diverse target audiences across different educational
levels. The need of inclusivity was a key factor in the formulation of the approach, which
acknowledged the varying impacts of microaggressions on Black women. Intersectionality is a
theoretical framework that illustrates how Black women encounter societal challenges that are
influenced by their distinctive characteristics, including but not limited to their wealth, degree of
educational achievement, and skin color. The intervention aimed to investigate the persistent
influence of structural racism in perpetuating policies and practices that render Black women
34

more vulnerable to workplace microaggressions, hence adversely affecting their health
outcomes.
In 2018, Milwaukee County, Wisconsin, achieved the notable distinction of becoming the
first municipality to formally recognize and proclaim racism as a public health concern.
According to the Boston University's School of Public Health, a public health crisis is
distinguished by its capacity to affect a substantial population, its ability to engender enduring
health hazards, and the need for adopting remedies on a large scale. According to Goodman
(2022), the recognition of racism as a public health concern has been formally acknowledged by
two county organizations in Georgia. Specifically, the DeKalb County Board of Commissioners
declared this recognition on July 22, 2020, while the South Fulton City Council followed suit on
May 25, 2021 (APA, 2021). The findings indicate that a collective of 157 counties within the
state of Georgia have yet to publish an official public statement recognizing racism as a
substantial factor affecting the well-being of the population. Consequently, the execution of
strategic endeavors intended to tackle the detrimental effects of racism on Black women in
Georgia has yet to be achieved. The efficacy of using a "wait and observe" approach is proven to
be inadequate for Black women residing in the state of Georgia.
There exists an urgent need for immediate and increased implementation of measures.
Furthermore, in the state of Georgia, research has revealed a significant disparity in maternal
mortality rates between non-Hispanic Black women and non-Hispanic White women.
Specifically, non-Hispanic Black women face a substantially elevated risk of mortality due to
pregnancy-related complications, approximately three times higher than that of non-Hispanic
White women according to Hernandez et al. (2023).
35

The effectiveness of the Justice-Informed Leadership Curriculum will be assessed via the
use of The Ethnic Racial Microaggressions Scale. The use of the Ethnic Racial
Microaggressions Scale is employed for the purpose of evaluating the frequency and
psychological ramifications associated with racial microaggressions. The Ethnic Racial
Microaggressions Scale consists of a total of 16 items, which are evaluated using a Likert-type
scale including four points. The assessment of each scale included two variables, namely
frequency and distress. The frequency was assessed using a six-point scale, which ranged from 1
(indicating no occurrence) to 6 (indicating constant occurrence). The assessment of distress was
conducted using a six-point scale, which spanned from 0 (indicating no distress experienced) to 6
(indicating distress experienced at all times). The items are categorized into four distinct groups,
namely verbal, nonverbal, environmental, and institutional.
The Well-Being Scale is used for the evaluation of six distinct aspects pertaining to an
individual's health, namely well-being, self-control, vitality, depression, anxiety, and overall
health. Each item evaluates the temporal duration throughout the preceding month. The first set
of 14 questions use a 6-point answer scale that captures the dimensions of intensity or frequency.
The following four inquiries use rating scales ranging from 0 to 10, whereby descriptors are
assigned to each extreme end. To get a total score, the scoring procedure involves reversing the
polarity of items 1, 3, 6, 7, 9, 11, 15, and 16, and afterwards summing the scores of items within
each subscale. Lower scores are indicative of psychological discomfort, whereas higher numbers
are indicative of positive well-being.
The innovation is designed to address and reduce instances of microaggressions
specifically targeting Black women within a given context. The enhancement of employment
conditions and the promotion of favorable health outcomes primarily stem from the influence
36

and involvement of many stakeholders. The stakeholders include individuals such as licensed
clinical social workers, a domestic abuse victim advocate, and a maternal health nurse.
Additional stakeholders include Black women within the community, leaders of organizations,
and those providing financial support. All stakeholders recognize the need of enhancing health
outcomes for Black women. Furthermore, stakeholders have acknowledged that the current
efforts have shown to be ineffectual in addressing the consistently worse health outcomes that
Black women continue to endure. The stakeholders demonstrate a proactive inclination to
address the recent Supreme Court appeal of Affirmative Action, recognizing the potential for
further exacerbation of an already difficult situation for Black women. The stakeholders
articulated their aims to more comprehensively characterize initiatives intended to advance
equitable opportunities and justice for Black women, which might potentially enhance their
health outcomes.
To successfully engage and captivate audiences with the suggested innovation, it is
essential to use effective strategies and techniques. The adoption of a solid strategic
communication strategy is of utmost importance. The primary objective of the Justice-Informed
Leadership Curriculum is to bolster the realms of work and health justice by effectively tackling
implicit biases. This is achieved via a comprehensive approach that involves fostering self-
awareness, providing education, and facilitating the modification of cognitive processes and
behavioral patterns.
Implementation Plan
The suggested invention would use the Exploration, Preparation, Implementation,
Sustainment (EPIS) framework as a strategic method for its implementation. Research and
development endeavors were undertaken throughout the period of exploration spanning from
37

January to March 2023. The research and development process included the use of interviews
and surveys as methods of data collection, specifically targeting Black women as the primary
participants. The objective of this study was to ascertain the need of developing an intervention
aimed at mitigating the occurrence of microaggressions targeting Black women within the
professional setting. The objective of this initiative was to enhance the health outcomes of
African American women. Furthermore, the study aimed to evaluate leaders' comprehension of
workplace microaggressions, implicit biases, and inequitable policies and practices that create a
disadvantage for Black women. The study ultimately examined various treatments that may
effectively stabilize or minimize the adverse consequences of these events, sometimes referred to
as weathering.
During the planning phase, which occurred between March and May 2023, it was crucial
to actively establish collaborative relationships with stakeholders. Working groups were formed
with the aim of facilitating discourse and producing concepts related to attainable goals. The
makeup of the working groups consisted of a diverse range of participants, including
stakeholders, course facilitators, organizational leaders, and female employees from the Black
community. The articulation and evaluation of issues about the possibility of eradicating
systemic racism were expressed. Consequently, a determination was made that the
implementation of a three-phase intervention would be the most viable strategy for promoting
the adoption of new, equitable attitudes and behaviors among both leaders and employees.
The stakeholders conducted an analysis of the financial ramifications associated with
moving forward with the idea. Due to funding limitations, a single test pilot was conducted,
yielding favorable data. Additional piloting will commence in September 2023. The
collaboration with a local domestic violence advocate presented a need for a self-empowering
38

course such as The Justice-Informed Leadership Course. Currently, approximately 14 Black
women have agreed to complete the curriculum. The domestic violence advocate will provide
the training facility in exchange for the cost of the women completing the curriculum.
The evaluation of measurements did not include the use of known scales or
questionnaires. Future test pilots will use the Racial and Ethnic Microaggressions Scale and the
General Well-Being Scale in order to assess outcomes. The researchers will use the Racial and
Ethnic Microaggressions Scale and the General Well-Being Scale at the commencement of the
Justice-Informed Leadership Curriculum session. The course facilitator will do monthly follow-
ups with each participant and begin further screenings either by telephone or in-person
interactions. The findings will be documented and maintained in a private manner throughout
the whole process. For those who exhibit symptoms of distress, suitable assistance will be
provided or recommended. In conclusion, the element of program sustainability will include
continuous evaluations of course facilitators, outreach strategies, and the procurement and
expansion of financial resources.
Challenges
According to the findings of the Center for Disease Control (CDC, 203), it has been
observed that Black women have a much higher risk of mortality due to pregnancy-related
causes compared to their white counterparts, with a threefold increase in likelihood. According
to the Centers for Disease Control and Prevention (CDC, 2023), it is possible to avert almost
80% of pregnancy-related deaths in the United States. Researchers argue that health inequalities
among Black women may be attributed to the presence of medical racism and institutional
racism. Medical racism refers to the manifestation of bias and discriminatory practices within
the field of medicine and the broader healthcare system, which are rooted in the perception of an
39

individual's racial background (Hutchinson, n.d.). The persistence of medical racism perpetuates
the inclination of Black women to harbor skepticism toward health-related treatments.
Recruiting individuals to finish the Justice-Informed Leadership Curriculum was the situation at
hand. A significant proportion of women expressed strong skepticism of the possibility of
halting or reducing racism and prejudice. By engaging with the community members at their
respective levels, their viewpoints were acknowledged and affirmed. Furthermore, the display of
empathy had a role in fostering the community members' inclination to participate in the training
session.
The allocation of financial aid has emerged as a significant barrier to the implementation
and attainment of the innovation. A suggestion has been presented by the stakeholders to
establish a mechanism wherein those with limited financial means may contribute as a form of
payment to complete the program. The stakeholders stressed the importance of individuals not
allowing financial restrictions to serve as a deterrent to their engagement in the program.
According to stakeholders, taking such action would just prolong an already urgent
circumstance, so prolonging systemic racism and intensifying the adverse consequences on the
physical and mental health of Black women. Furthermore, some stakeholders have raised
apprehensions about the possible consequences of the recent Supreme Court decision to reverse
Affirmative Action. These worries pertain to the effective execution and sustainability of
associated activities. Consequently, the stakeholders arrived at a consensus to give priority to
improving health outcomes as the central goal of the curriculum. They acknowledged that
achieving this aim would play a significant role in cultivating a more equitable professional
environment for Black women.
40

In order to enhance the effectiveness of the program, a variety of leadership methods will
be used. The techniques included in this approach consist of collaborative efforts, the
identification, and cultivation of influential individuals, the usage of task-oriented groups, the
creation of a non-profit entity, the construction of a board of directors, and the introduction of
leadership development opportunities.
Ethical Consideration and Applying Design Justice Principles
The progress of the innovation is predicated upon the acknowledgment and integration of
participants' social positions and intersections. The use of a trauma-informed strategy in
response to racial trauma led to the creation of a psychologically safe environment, enabling
participants to openly articulate the impact of microaggressions and racism on their well-being.
Simultaneously, this methodology provided participants with the ability to make well-informed
decisions on their choice of work environment. The maintenance of confidentiality among all
participants was implemented with the aim of promoting psychological safety.
The primary emphasis of the invention was centered upon the experiences and stories of
Black women, as seen via their own unique viewpoints. Additionally, it provided organizational
leaders with the chance to engage in open dialogue addressing their worries and reservations
pertaining to the distribution of power and privileges. The concept of individuality was seen as a
source of strength rather than a limitation.
Conclusion and Implications
The Justice-Informed Leadership Curriculum is an innovative microintervention that uses
a trauma-informed strategy to provide leadership education including the necessary information
for effectively addressing workplace microaggressions specifically aimed at Black women. The
41

main aim of this curriculum is to improve the health outcomes of Black women. Current
endeavors such as Diversity, Equity, and Inclusion (DEI) and allyship have acknowledged the
need to foster a workforce that spans a diverse array of backgrounds. Nevertheless, these
undertakings often fail to acknowledge the adverse consequences faced by Black women who
are working in hostile work situations. In addition, the curriculum facilitators will have
a resemblance to the intended audience, so promoting a feeling of inclusiveness and a sense of
belonging. The Justice-Informed Leadership Curriculum places significant emphasis on the
lived experiences of Black women as a central focus.
The Justice-Informed Leadership Curriculum is the first endeavor within the realm of
social activism, with the primary objective of enhancing health outcomes specifically pertaining
to Black women. Since the beginning of the year 2020, several organizations and municipalities
have formally acknowledged racism as a matter of public health issue. Nevertheless, it is a
disconcerting reality that Black women persistently encounter maternal death rates that are three
times greater than those seen among white women. The existence of systemic racism is
generally recognized as the fundamental determinant that results in Black women experiencing
suboptimal health outcomes and an unsafe working environment. Before undertaking the
endeavor of dismantling enduring repressive systems that have spanned more than four centuries
across all aspects of society, it is crucial to have a thorough comprehension and awareness.
The Justice-Informed Leadership Curriculum offers individuals tools and materials that
enhance and utilize their sense of social responsibility, with the aim of cultivating an equitable
and impartial society that promotes the well-being of all members of the community. Extensive
evidence has shown that the implementation of racial redlining practices has adverse
consequences on the economic empowerment of minority women. Therefore, it is important to
42

actively participate in cooperative endeavors with organizations that have common goals in the
future. In a like manner, the perpetuation of the current status quo, which fails to acknowledge
the significance of community involvement in providing financial support, serves to sustain
structural racism by intensifying the marginalization experienced by underprivileged
populations. The primary goal is to initiate comprehensive initiatives on a national scale
involving government officials, medical experts, public health professionals, and the National
Association of Social Workers. These efforts are specifically focused on addressing
microaggressions that specifically target Black women, with the ultimate objective of improving
their health outcomes.
The enduring collaboration with the nearby non-profit group, Creating Beauty Out of
Ashes, is set to continue. To facilitate the establishment of a community-based non-profit
organization focused on improving the health outcomes of Black women, a regular schedule of
leadership training sessions will be implemented every other month, specifically on Saturdays.
The primary objective of this effort is to exemplify the principle of "paying it forward" by
offering significant information and skills to those who express interest in taking leadership
positions within the recently established organization, Melaninogonee. The term
"Melaninogonee" is a fusion of Gullah Geechee and English, and it means the love of Black
women.

43

References
APHA. (2021, October). Racism as a Public Health Crisis: From Declaration to Action.
American Public Health Association. Retrieved July 11, 2023,
from https://endingracism.apha.org/
Bailey, M. (2021). Misogynoir transformed. NYU Press
Bailey, Z. D., Krieger, N., Agénor, M., Graves, J., Linos, N., & Bassett, M. T. (2017). Structural
racism and health inequities in the USA: Evidence and interventions. The Lancet,
389(10077), 1453–1463. https://doi.org/10.1016/s0140-6736(17)30569-x
Berraies, S., Lajili, R., & Chtioui, R. (2020). Social capital, employees' well-being and
knowledge sharing: Does enterprise social networks use matter? case of tunisian
knowledge-intensive firms. Journal of Intellectual Capital, 21(6), 1153–1183.
https://doi.org/10.1108/jic-01-2020-0012
Berrey, S. A. (2009). Resistance begins at home: The black family and lessons in survival and
subversion in jim crow Mississippi. Black Women, Gender & Families, 3(1), 65–
90. https://doi.org/10.1353/bwg.0.0000
Blau, J. R., & Alba, R. D. (1982). Empowering nets of participation. Administrative Science
Quarterly, 27(3), 363. https://doi.org/10.2307/2392317
Blume, A. W., Lovato, L. V., Thyken, B. N., & Denny, N. (2012). The relationship of
microaggressions with alcohol use and anxiety among ethnic minority college students in
a historically white institution. Cultural Diversity and Ethnic Minority Psychology, 18(1),
45–54. https://doi.org/10.1037/a0025457
44

Branigin, A. (2020, April 10). Surgeon general Jerome Adams tells black people to lay off
alcohol, tobacco, and drugs to prevent covid-19 deaths: 'do it for your big mama'. The
Root. Retrieved July 11, 2023, from https://www.theroot.com/surgeon-general-jerome-
adams-tells-black-people-to-lay-1842797456
Brass, D. J. (1985). Men's and women's networks: A study of interaction patterns and influence
in an organization. Academy of Management Journal, 28(2), 327–343.
https://doi.org/10.5465/256204
Bryson, B. J., & Lawrence-Webb, C. (2000). Social work practice and profession: The utility of
Black feminist thought. Race, Gender & Class, 7(4), 7–17.
Capodilupo, C. M., Nadal, K. L., Corman, L., Hamit, S., Lyons, O. B., & Weinburg, A. (2010).
The Manifestation of gender microaggressions. Microaggressions and marginality:
Manifestation, dynamics, and impact (1st ed.). Wiley.
Caraballo, C., Massey, D. S., Ndumele, C. D., Haywood, T., Kaleem, S., King, T., Liu, Y., Lu,
Y., Nunez-Smith, M., Taylor, H. A., Watson, K. E., Herrin, J., Yancy, C. W., Faust, J., &
Krumholz, H. M. (2023). Excess mortality and years of potential life lost among the
black population in the us, 1999-2020. JAMA, 329(19), 1662.
https://doi.org/10.1001/jama.2023.7022
Cartwright, B. Y., Washington, R. D., & McConnell, L. (2009). Examining racial
microaggressions in rehabilitation counselor education. Rehabilitation Education, 23(3),
171–181. https://doi.org/10.1891/088970109805029996
45

Centers for Disease Control and Prevention. (2023, April 28). Working together to reduce black
maternal mortality. cdc.gov. Retrieved July 11, 2023,
from https://www.cdc.gov/healthequity/features/maternal-mortality/index.html
Collins, P. H. (2004). Black sexual politics: African Americans, gender, and the new racism (1st
ed.). Routledge.
Collins, P. H. (1990). Black feminist thought: Knowledge, consciousness, and the politics of
empowerment. Taylor & Francis Books Ltd.
Connley, C. (2020, August 24). Over 80% of white employees see themselves as allies at work,
but black women and Latinas disagree. CNBC. Retrieved July 11, 2023,
from https://www.cnbc.com/2020/08/21/over-80percent-of-white-employees-see-
themselves-as-allies-but-black-women-and-latinas-disagree.html
Constantine, M. G., & Sue, D. (2007). Perceptions of racial microaggressions among black
supervisees in cross-racial dyads. Journal of Counseling Psychology, 54(2), 142–153.
https://doi.org/10.1037/0022-0167.54.2.142
Council on Social Work Educations. (2019). 2019 Statistics on Social Work Education in the
United States. https://doi.org/https://cswe.org/getattachment/Research-Statistics/2019-
Annual-Statistics-on-Social-Work-Education-in-the-United-States-Final-(1).pdf.aspx
Council on Social Work Educations. (2020) CSWE statement on social justice. 2020, June 2.
CSWE. Retrieved July 11, 2023, from https://www.cswe.org/News/Press-Room/CSWE-
Statement-on-Social-Justice
46

Erskine, S. E., & Bilimoria, D. (2019). White allyship of afro-diasporic women in the workplace:
A transformative strategy for organizational change. Journal of Leadership &
Organizational Studies, 26(3), 319–338. Retrieved February 7, 2022, from
https://doi.org/10.1177/1548051819848993
Daftary, A. (2018). Critical race theory: An effective framework for social work
research. Journal of Ethnic & Cultural Diversity in Social Work, 29(6), 439–
454. https://doi.org/10.1080/15313204.2018.1534223
Davis, A., & Livingstone, A. (2016). Sharing the stories of racism in doctoral education: The
anti-racism project. Journal of Teaching in Social Work, 36(2), 197–215.
https://doi.org/10.1080/08841233.2016.1147521
Edwards, J., Clark, T. T., & Bryant, S. (2012). African American female faculty in
predominantly white graduate schools of social work. Journal of Teaching in Social
Work, 32(1), 90–107. https://doi.org/10.1080/08841233.2012.639683
Ehie, O., Muse, I., Hill, L., & Bastien, A. (2021). Professionalism: Microaggression in the
healthcare setting. Current Opinion in Anesthesiology, 34(2), 131–
136. https://doi.org/10.1097/aco.0000000000000966
F. Jackson, K., Mitchell, F. M., Ogbonnaya, I., Mackey, C., Crudup, C., & Carver, A. (2022).
Taking back the narrative: Gendered anti-blackness in predominantly white schools of
social work. Affilia, 37(4), 565–584. https://doi.org/10.1177/08861099221099322
Geronimus, A. T. (2023). Weathering: The extraordinary stress of ordinary life in an unjust
society (1st ed.). Little, Brown Spark.
47

Gillooly, S. N., Hardt, H., & Smith, A. (2021). Having female role models correlates with PhD
students’ attitudes toward their own academic success. PLOS ONE, 16(8), e0255095.
https://doi.org/10.1371/journal.pone.0255095
Goodman, S. (2022, March 24). Homelessness: The overlooked public health crisis. Breaktime.
Retrieved July 11, 2023, from https://www.breaktime.org/post/homelessness-the-
overlooked-public-health-crisis
Hall, J. M., & Fields, B. (2015). “It’s killing us!” Narratives of black adults about
microaggression experiences and related health stress. Global Qualitative Nursing
Research, 2, 233339361559156. https://doi.org/10.1177/2333393615591569
Hartman, S. V. (2008). Lose your mother: A journey along the Atlantic slave route (First ed.).
Farrar, Straus and Giroux.
Hernandez, N. D., Aina, A. D., Baker, L., Blake, S. C., Dunn Amore, A. B., Franklin, C. G.,
Henderson, Z. T., Kramer, M. R., Jackson, F., Mosley, E., Nunally, L., & Sylvester, S.
(2023). Maternal health equity in Georgia: A delphi consensus approach to definition and
research priorities. BMC Public Health, 23(1). https://doi.org/10.1186/s12889-023-
15395-3
Hewlett, S. A., Jackson, M., Cose, E., & Emerson, C. (2012). Vaulting the color bar: How
sponsorship levers multicultural professionals into leadership. Los Angeles Ceneter for
Talent Innovation.
Holder, A. B., Jackson, M. A., & Ponterotto, J. G. (2015). Racial microaggression experiences
and coping strategies of black women in corporate leadership. Qualitative Psychology,
2(2), 164–180. https://doi.org/10.1037/qup0000024
48

Hughes, D., Rodriguez, J., Smith, E. P., Johnson, D. J., Stevenson, H. C., & Spicer, P. (2006).
Parents' ethnic-racial socialization practices: A review of research and directions for
future study. Developmental Psychology, 42(5), 747–770. https://doi.org/10.1037/0012-
1649.42.5.747
Hutchinson, J. F. (n.d.). Medical racism.
encyclopedia.com. https://www.encyclopedia.com/social-sciences/encyclopedias-
almanacs-transcripts-and-maps/medical-racism
Ibarra, H., Ely, R. J., & Kolb, D. M. (2013, August 31). Women rising: The unseen barriers.
Harvard Business Review. Retrieved July 11, 2023, from https://hbr.org/2013/09/women-
rising-the-unseen-barriers
King, D. D., Hall, A. V., Johnson, L., Carter, J., Burrows, D., & Samuel, N. (2022). Research on
anti-black racism in organizations: Insights, ideas, and considerations. Journal of
Business and Psychology, 38(1), 145–162. https://doi.org/10.1007/s10869-022-09804-4
Krell, E. (2017). Is transmisogyny killing trans women of color? TSQ: Transgender Studies
Quarterly, 4(2), 226–242. https://doi.org/10.1215/23289252-3815033
Lewis, J. A., Mendenhall, R., Harwood, S. A., & Browne Huntt, M. (2013). Coping with
gendered racial microaggressions among black women college students. Journal of
African American Studies, 17(1), 51–73. https://doi.org/10.1007/s12111-012-9219-0
Lewis, J. A., & Neville, H. A. (2015). Construction and initial validation of the gendered racial
microaggressions scale for black women. Journal of Counseling Psychology, 62(2), 289–
302. https://doi.org/10.1037/cou0000062
49

Liu, J. (2022, February 17). This nonprofit is helping companies rebuild their workplaces to
meaningfully support Black women. CNBC. Retrieved July 11, 2023, from
https://www.cnbc.com/2022/02/17/how-companies-can-rebuild-workplaces-to-support-
black-women.html
Maiden, R. P., & Weiss, E. L. (Eds.). (2023). Social work education and the grand challenges
(1st ed.). Routledge..
Martin, J. L. (2015). Racial battle fatigue: Insights from the front lines of social justice
advocacy. Praeger.
McKinsey & Company. (2022). Women in the workplace 2022: Key findings & takeaways. Lean
In. Retrieved July 11, 2023, from https://leanin.org/women-in-the-workplace
Nadal, K. L., Griffin, K. E., Wong, Y., Hamit, S., & Rasmus, M. (2014). The impact of racial
microaggressions on mental health: Counseling implications for clients of color. Journal
of Counseling & Development, 92(1), 57–66. https://doi.org/10.1002/j.1556-
6676.2014.00130.x
Nahapiet, J., & Ghoshal, S. (1998). Social capital, intellectual capital, and the organizational
advantage. Academy of Management Review, 23(2), 242–266.
https://doi.org/10.5465/amr.1998.533225
Noon, M. (2018). Pointless diversity training: Unconscious bias, new racism and agency. Work,
Employment and Society, 32(1), 198–209. https://doi.org/10.1177/0950017017719841
50

Pierce, C. M., Carew, J. V., Pierce-Gonzalez, D., & Wills, D. (1977). An experiment in racism.
Education and Urban Society, 10(1), 61–87.
https://doi.org/10.1177/001312457701000105
Pittman, C. T. (2012). Racial microaggressions: The narratives of African American faculty at a
predominantly white university. The Journal of Negro Education, 81(1), 82.
https://doi.org/10.7709/jnegroeducation.81.1.0082
Ross, K. M. (2020). Call it What it is it: Anti-Blackness. New York
Times. https://safe.menlosecurity.com/https://www.nytimes.com/2020/06/04/opinion/geor
ge-floyd-anti-blackness.html
Rothstein, R. (2017). The color of law: A forgotten history of how our government segregated
America (Unabridged ed.) [Audiobook]. Recorded Books, Inc., and Blackstone
Publishing
Sanford, T. (2018, April 27). Applying a black feminist framework to explain black women’s
health disparities. The Classic Journal. Retrieved July 11, 2023,
from https://theclassicjournal.uga.edu/index.php/2018/04/27/applying-a-black-feminist-
framework-to-explain-black-womens-health-disparities/
Sethi, B. (2016). Microaggressions of caregiver employees: What has social work got to do with
it? Diversity & Equality in Health and Care, 13(5). https://doi.org/10.21767/2049-
5471.100077
Smith, W. A., Hung, M., & Franklin, J. D. (2011). Racial battle fatigue and the miseducation of
Black men: Racial microaggressions, societal problems, & environmental stress. The
Journal of Negro Education, 80(1), 63–82. https://doi.org/10.2307/41341106
51

Spencer, S. J., Logel, C., & Davies, P. G. (2016). Stereotype threat. Annual Review of
Psychology, 67(1), 415–437. https://doi.org/10.1146/annurev-psych-073115-103235
Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and
performance. American Psychologist, 52(6), 613–629. https://doi.org/10.1037/0003-
066x.52.6.613
Sue, D., Bucceri, J., Lin, A. I., Nadal, K. L., & Torino, G. C. (2007). Racial microaggressions
and the Asian American experience. Cultural Diversity and Ethnic Minority Psychology,
13(1), 72–81. https://doi.org/10.1037/1099-9809.13.1.72
Sue, D., Alsaidi, S., Awad, M. N., Glaeser, E., Calle, C. Z., & Mendez, N. (2019). Disarming
racial microaggressions: Microintervention strategies for targets, white allies, and
bystanders. American Psychologist, 74(1), 128–142. Retrieved November 27, 2021, from
https://doi.org/10.1037/amp0000296
Szabo, L. (2023, May 19). Study reveals staggering toll of being black in America - California
health care foundation. California Health Care Foundation. Retrieved August 1, 2023,
from https://www.chcf.org/blog/study-reveals-staggering-toll-being-black-america-1-6-
million-excess-deaths-over-22-years/
Torino, G. C., Rivera, D. P., Capodilupo, C. M., Nadal, K. L., & Sue, D. W. (2019).
Microaggression theory influence and implications. Wiley.
Wang, J., Leu, J., & Shoda, Y. (2011). When the seemingly innocuous “stings”. Personality and
Social Psychology Bulletin, 37(12), 1666–
1678. https://doi.org/10.1177/0146167211416130
52

Waytz, A., Hoffman, K., & Trawalter, S. (2015). A superhumanization bias in whites’
perceptions of blacks. Social Psychological and Personality Science, 6(3), 352–
359. https://doi.org/10.1177/1948550614553642
Winkler, E. N. (2009). Children are not colorblind: how young children learn race. PACE, 3(3),
1–8. Retrieved October 27, 2022, from https://doi.org/chrome-
extension://efaidnbmnnnibpcajpcglclefindmkaj/https://inclusions.org/wp-
content/uploads/2017/11/Children-are-Not-Colorblind.pdf
World Health Organization. (n.d.). Indicator metadata registry details.
https://www.who.int/data/gho/indicator-metadata-registry/imr-details/4427
Yup, K. (2022, November 30). Black women excluded from critical studies due to ‘weathering’.
Yale School of Medicine. https://medicine.yale.edu/news-article/black-women-excluded-
from-critical-studies-due-to-weathering/
Zhang, T., Tsang, W., Wijeysundera, H. C., & Ko, D. T. (2013). Reporting and representation of
ethnic minorities in cardiovascular trials: A systematic review. American Heart Journal,
166(1), 52–57. https://doi.org/10.1016/j.ahj.2013.03.022

53

Appendix
Logic Model
Input Activi Activities Outputs Outcomes Impact
.

Justice-
Informed
Leadership
Curriculum
Licensed
Clinical Social
Worker
Organi-
zational
Leaders
Target
Population
Community
Supporters
Funders

Collaborate
Facilitate
Train
Collaborate
Train
Assess
Facilitate

8 Trained
employees
1 Justice-
Informed
Leadership
Curriculum
Session
Increased
Awareness
Increased
Empower-
ment
Increased
work
experience
Increased
psychological
safety

Improved
Health
Outcomes of
Black Women
Employees

Abstract (if available)

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Intimate partner violence in the Black community: empowering Black families through education and engagement to increase survivor safety via a strengthened social support network

PDF

An intersectional approach to addressing the grand challenge to achieve equal opportunity and justice for neurodivergent individuals in mental health care

PDF

Transitional housing and wellness center: a holistic approach to decreasing homelessness and mental illness in the Black community

PDF

Rewriting the narrative of the Strong Black Woman Syndrome: a Black women's collective

PDF

Youth interrupted: stopping the cycle of institutionalization for traumatized youth

PDF

Pequeño Leoncito: an autism curriculum based on the Latino experience with autism

PDF

Belonging as Black women: Black grandmothers pilot program

PDF

Taking flight: improving outcomes of transition age youth on the autism spectrum

PDF

Bridging the health gap of older individuals who are chronically unhoused

PDF

A comprehensive analysis of police brutality and a conclusion based on empirical data regarding the impact of empathy on these occurrences

PDF

Interdisciplinary studies in community-empowered justice

PDF

Financial literacy for African American students

PDF

Institute on social practice integration research and education (INSPIRE): a workforce development solution to close the health gap

PDF

Empowerment through education: building economic resilience to address the racial wealth divide in queer communities

PDF

The program to improve the employment prospects of autistic adults

PDF

Improving homeless access to emergency shelters through technology

PDF

Implicit provider bias in cardiovascular disease care of Black women: the lives of Black women with heart disease matter

PDF

Discrimination at the margins: perceived discrimination and the role of social support in mental health service use for youth experiencing homelessness

PDF

Creative Advocacy for Racial Equity (CARE) in Education

PDF

The social work-medical-legal partnership: next-level collaborating

Asset Metadata

Creator Brock, Michelle D. (author)

Core Title Mitigate microaggressions against Black women in the workplace for improved health outcomes

School Suzanne Dworak-Peck School of Social Work

Degree Doctor of Social Work

Degree Program Social Work

Degree Conferral Date 2023-08

Publication Date 08/11/2023

Defense Date 08/11/2023

Publisher University of Southern California. Libraries (digital)

Tag anti-Black racism,Justice,microaggression: weathering,OAI-PMH Harvest,Opportunity,psychological safety

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Manderscheid, Ron (committee chair), Lowney, Kathleen (committee member), Rice, Eric (committee member)

Creator Email mdbrock@usc.edu;stoneybrock@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113298045

Unique identifier UC113298045

Identifier etd-BrockMiche-12244.pdf (filename)

Legacy Identifier etd-BrockMiche-12244

Document Type Capstone project

Rights Brock, Michelle D.

Internet Media Type application/pdf

Type texts

Source 20230814-usctheses-batch-1084 (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. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA

Repository Email cisadmin@lib.usc.edu