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Cultural wealth exploration of Black female executives and its additive value in STEM corporations: a cultural historical activity theory (CHAT) analysis

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Cultural Wealth Exploration of Black Female Executives and Its Additive Value in STEM
Corporations:
A Cultural Historical Activity Theory (CHAT) Analysis
by
Myella Herminia Wade Leiba

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

August 2022

© Copyright by Myella Herminia Wade Leiba 2022
All Rights Reserved

The Committee for Myella Herminia Wade Leiba certifies the approval of this Dissertation

Anthony Maddox
Monique Datta
Melanie Brady
Alan Green, Committee Chair

Rossier School of Education
University of Southern California
2022

iv
Abstract
Black female executives possess unique leadership capabilities required for Science,
Technology, Engineering, and Mathematics (STEM) corporate and societal future development,
yet they remain hidden and disproportionate compared to the number of other executive groups.
This qualitative study utilized the Bronfenbrenner framework to explore the multidimensional
factors affecting Black females in STEM corporations and the cultural historical activity theory
(CHAT) framework to examine their attributes and cultural wealth creation. The semi-structured
interviews of 15 Black female executives in STEM corporations provided insights into the
factors impacting their corporate ascension and cultural wealth creation activities. The research
findings highlighted and reinforced the need to maximize the additive element of cultural wealth
Black female executives possess in execution, a move toward increasing promotions and output
in STEM corporations. Additionally, the research findings illustrated aspects of Black female
execution, such as cultural humility, not previously discovered in the literature. Finally, three
recommendations are presented for implementation activities to promote Black females in STEM
corporations and bridge the gap. Accordingly, corporations should implement programs for early
career rotational development for Black females, create branding opportunities, and educate all
executives on cultural humility, highlighting Black female executives’ strength in execution and
providing pathways to ascension.

v
Dedication
To my amazing husband, Stefan Leiba, who sacrificed many hours and provided a place of
comfort when the toil was trying and the days were long. Accomplishments are never an
individual outcome but highlight the composite representing many who sacrificed and supported
that person towards achieving their dreams.

To my two little ones, Ethan and Nathaniel, thank you for providing the focus of legacy, where
whatever I accomplish has a more significant impact on your future.

To my grandparents and parents, Myrtle, Herminia, Hendrick, and Lenore, thank you for your
positive attitudes, never failing to be a lighthouse when needed.

To my sister and her family, Eleanna, Dane, Makai, Tahj, and Amirah, for the love of family and
a place of peace. Thank you to my family for your support and love, without which this
accomplishment would not be possible.

vi
Acknowledgments
I thank God for providing wisdom, grace, and guidance through the past years of hard
work and toil. Without a deep commitment and understanding of a higher power, most labor is in
vain.
Thank you to my Chair, Dr. Alan Green, whose guidance and expertise helped scaffold
this work and directed me to think outside the box, and to my assistant Chair, Dr. Melanie Brady,
who provided insights and feedback to shape my dissertation into the product it is today. Thank
you to my committee members, Dr. Anthony Maddox and Dr. Monique Datta, whose expertise
and scholarly contributions made my dissertation richer and more robust. Thank you!
To my Trojan family, I say thank you. My Sistah Circle has become lifelong friends over
this journey, specifically Simone Dilisser, who has shared encouragement, long nights, and
unwavering support every day. You are one of the reasons I stand where I am today. Thank you!
Always, Fight On!

vii
Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ....................................................................................................................................... v
Acknowledgments.......................................................................................................................... vi
List of Tables .................................................................................................................................. x
List of Figures ................................................................................................................................ xi
List of Abbreviations .................................................................................................................... xii
Chapter One: Introduction to the Study .......................................................................................... 1
Background and Problem Context ...................................................................................... 3
Purpose of the Research ...................................................................................................... 6
Theoretical and Conceptual Frameworks ........................................................................... 8
Methodology ..................................................................................................................... 10
Definitions......................................................................................................................... 11
Organization of the Dissertation ....................................................................................... 12
Chapter Two: Review of the Literature ........................................................................................ 13
Bronfenbrenner Framework’s Application ....................................................................... 14
Overcoming Chronosystem Barriers................................................................................. 15
Overcoming Macrosystem Barriers .................................................................................. 19
Overcoming Exosystem Barriers ...................................................................................... 22
Overcoming Mesosystem Barriers .................................................................................... 24
Overcoming Microsystem Barriers ................................................................................... 27
Overcoming Individual Barriers ....................................................................................... 30
Cultural Historical Activity Theory (CHAT) Framework ................................................ 33
Conceptual Framework ..................................................................................................... 37
Summary ........................................................................................................................... 41

viii
Chapter Three: Methodology ........................................................................................................ 43
Research Questions ........................................................................................................... 43
Method Design Overview ................................................................................................. 44
Data Source ....................................................................................................................... 46
Credibility and Trustworthiness ........................................................................................ 52
Ethics................................................................................................................................. 53
The Researcher.................................................................................................................. 53
Chapter Four: Research Findings.................................................................................................. 56
Research Participants ........................................................................................................ 57
Frameworks and Literature Context Guiding the Interviews ........................................... 59
Black Female Personal and STEM Leadership Milestones .............................................. 60
Navigating the Complexities of STEM Environments ..................................................... 72
Black Female Community Cultural Wealth ...................................................................... 81
Summary ........................................................................................................................... 90
Chapter Five: Implications and Recommendations ...................................................................... 93
Cultural Wealth Creation (Research Question 1): How Do Specific Personal and
STEM Leadership Milestones Impact a Black Female’s Journey? .................................. 94
Cultural Wealth Tools (Research Question 2): How Do Black Female Executives
in STEM Navigate the Complexities of Environmental Factors of STEM Careers? ..... 100
Additive Value to STEM Corporations (Research Question 3): How do Aspects of
Community Cultural Wealth Impact Black Female Executives in STEM, and
What Is Their Perceived Impact on STEM Corporations? ............................................. 104
CHAT Implications ......................................................................................................... 110
Organizational Recommendations for Practice .............................................................. 112
Limitations and Delimitations ......................................................................................... 121
Future Research .............................................................................................................. 122
Conclusion ...................................................................................................................... 123

ix
References ................................................................................................................................... 127
Appendix A: Participant Sampling Criteria for Interviews ........................................................ 142
Appendix B: Mapping of Bronfenbrenner and CHAT Elements to Research and
Interview Questions .................................................................................................................... 143
Appendix C: Interview Protocol ................................................................................................. 146
Appendix D: Invitation Letter to Interview ................................................................................ 150
Appendix E: Information Sheet for Research ............................................................................. 151

x
List of Tables
Table 1: Activity Theory Contradictions .................................................................................. 37
Table 2: Methodology Data Sources ......................................................................................... 46
Table 3: Executive Status and Discipline of Research Participants .......................................... 58
Table 4: Research Question 1 Results and Findings: Theme 1 ................................................. 61
Table 5: Research Question 1 Results and Findings: Theme 2 ................................................. 66
Table 6: Research Question 1 Results and Findings: Theme 3 ................................................. 67
Table 7: Research Question 2 Results and Findings: Theme 1 ................................................. 73
Table 8: Research Question 2 Results and Findings: Theme 2 ................................................. 76
Table 9: Research Question 2 Results and Findings: Theme 3 ................................................. 79
Table 10: Research Question 3 Results and Findings: Theme 1 ................................................. 82
Table 11: Research Question 3 Results and Findings: Theme 2 ................................................. 86
Table 12: Research Question 3 Results and Findings: Theme 3 ................................................. 89
Table 13: Research Questions and Findings Summary............................................................... 91
Table A1: Interview Sampling Criteria and Rationale............................................................... 142
Table B1: Research Question 1: Interview Question’s Alignment to Theoretical Concepts ..... 143
Table B2: Research Question 2: Interview Question’s Alignment to Theoretical Concepts ..... 144
Table B3: Research Question 3: Interview Question’s Alignment to Theoretical Concepts ..... 145

xi
List of Figures
Figure 1: Google’s Leadership Demographics ............................................................................. 2
Figure 2: Bronfenbrenner’s Framework ..................................................................................... 14
Figure 3: CHAT Framework ....................................................................................................... 35
Figure 4: Bronfenbrenner’s Framework: A Black Female’s Environment ................................. 38
Figure 5: Conceptual Model: Integration of CHAT and Bronfenbrenner .................................. 40
Figure 6: Demographics of Research Participants ..................................................................... 58
Figure 7: CHAT Model Overview Through Literature Review ................................................. 95
Figure 8: Cultural Wealth Creation Environment in STEM Corporations and Individual
Outcomes .................................................................................................................... 99
Figure 9: CHAT’s Subject, Tools, Object Relationship ............................................................ 100
Figure 10: Cultural Wealth Tools of Black Female Executives Incorporated into CHAT
Framework ................................................................................................................ 104
Figure 11: Executive’s Additive Value in STEM Execution ...................................................... 105
Figure 12: Black Female Executive’s Additive Value to STEM Execution ................................110
Figure 13: CHAT Framework and Analysis of a Black Female Execution in STEM
Corporations ...............................................................................................................112
Figure 14: Organization Gap to Promote Black Females in Executive Leadership Roles ..........114
Figure 15: Black Female in Executive Leadership Roles: A CHAT Analysis ............................ 120
Figure 16: Basic CHAT Development Model for Black Females in STEM Corporations ........ 124
Figure 17: Expanded CHAT Model for Black Female Development in STEM Corporations ... 125

xii
List of Abbreviations
C-suite Chief Executive Suite

CHAT Cultural Historical Activity Theory

CTI Center for Talent Innovation

NSB National Science Board

NCES National Center for Education Statistics

STEM Science, Technology, Engineering, and Mathematics

SOC Standard Occupational Classification

1

Chapter One: Introduction to the Study
Executive positions, particularly the chief leadership positions, represent the pinnacle of
corporate hierarchy ascension and structure in a corporation (Guadalupe et al., 2014). However,
Black females are disproportionately under appointed to corporate executive positions in the U.S.
Fortune 500 companies, with evidence highlighting that only 1.3% attain executive or senior-
level positions (Catalyst, 2017; Deloitte, 2018; McKinsey, 2018). Further evidence highlights a
disparity when Black females are 7.4% of the U.S. population but hold 1.4% of C-suite positions
(Lean In., 2020). Conversely, White males are 31% of the U.S. population but represent 68% of
chief leadership or C-suite positions. Furthermore, there is a disproportionate representation of
Black female executives in STEM corporations, evident by the percentage of Black female
executives in the San Francisco Bay area, 1.1%, compared to White males, 68.8% (Gee & Peck,
2018). The San Francisco Bay area is the epicenter of the ecosystem of computer-centered and
STEM headquartered corporations and is salient to this study.
The National Center for Education Statistics (2019) reported that Black females’
graduation rate is increasing, indicating a steady supply of candidates for advancement, yet as of
2015, technology firms have experienced the most significant decline in the absolute number of
Black female executives (McKinsey, 2018). Google (2020) published diversity numbers
demonstrate a problem with increased Black female attrition, from 92 to 110, with a
normalization of 100. Figure 1 reflects Google’s reported leadership composition of 49.1%
White males, 21.1% Asian males, 16.8% White females, 8.5% Asian females, 1.5% Black males,
and 1.1% Black females. Furthermore, increased diversity initiatives in Google (2020) reflected
White females’ growth from 14.3% in 2014 to 16.8% in 2020 but have reported an
2

underwhelming increase from 1% to 1.1% for Black females during the same period. Figure 1
reflects Google’s (2020) study denoting leadership demographics.
Other technology companies reported similar leadership representation statistics (Apple,
2018; Google, 2020; Lockheed Martin, 2020; Salesforce, 2020). Black females face an even
bleaker corporate landscape as they traverse the technology and digital era, with the number of
Black female executives in technology declining. Additionally, Baker (2019) discovered that
85% of diversity and inclusion leaders believe inclusion is a salient indication of diversity
efforts; notwithstanding, few leaders currently measure these efforts, highlighting another hidden
dimension of diversity and inclusion in corporations.

Figure 1
Google’s Leadership Demographics

3

There is a need to position Black females in the STEM fields, the future of economic
opportunity, and a critical basis for social mobility and integration (Burge et al., 2017). When
placed in senior executive positions, Black females provide unique attributes that corporations
can harness to maximize economic and cultural wealth. Yosso (2005) identified six forms of
cultural wealth the minorized population, including Black females, creates from their
environments and experiences. Black females maneuver specific seemingly insurmountable
obstacles as they develop through lived experiences and systems impacting leadership and
growth. Beckwith et al. (2016) reported the particular strengths that Black females require to
succeed in the workplace, including connecting effectively, building positive relations, and
exceeding performance expectations. Black females’ lived experiences are captured through
tools and cultural wealth that can lead organizations through uncertainty and transformation.
Northouse’s (2019) description of transformational leadership attributes, with the leader as a core
element of change and affecting individuals to accomplish more than expected, aligns with
similar leadership traits of Black females. Roberts et al. (2018) from the Harvard Business
Review, and Schnall (2020) from Forbes, document posited Black females’ leadership attributes
of resilience, agility, authenticity, and emotional intelligence, salient leadership attributes
corporations seek for future growth, yet there is an under-appointment of Black females in
corporate C-suite and executive positions.
Background and Problem Context
The U.S. Bureau of Labor Statics defines STEM occupational disciplines as those housed
within the life and physical sciences, engineering, mathematics, information technology, social
science, architecture, and health occupations (SOC Policy, 2019). Additionally, the White House
(2010) cited STEM as the leading factor in a nation’s success President Barack Obama
4

reemphasized that success in the 21st Century marketplace depended on a thriving STEM field.
Accordingly, Gonzalez (2012) reported that STEM employment provides critical human capital
for a flourishing economy and national security. If unchanged, the United States faces a precipice
of decline in leading the world in research and development as a competitive nation (National
Science Board [NSB], 2020). Furthermore, the study predicts U.S. science and engineering jobs
will grow by 13% by 2026; however, the avenue to sustain growth is absent. The U.S. federal
government deployed a 5-year strategic plan centered around a vision to create a strong
foundation for STEM literacy that would prepare the STEM workforce for the future and
increase diversity, equity, and inclusion in STEM (Executive Office of the President of the
United States: STEM Strategic Plan, 2020).
Research reveals that Black females face increasing barriers to progression in corporate
America, with a lack of progress particularly prevalent in STEM fields. Not only are Black
females severely underrepresented in STEM corporate positions (Apple, 2020; Boeing, 2021;
Google, 2020; Lockheed Martin, 2020; Microsoft, 2020), the NSB (2020) emphasized that the
rapid growth in science and engineering positions has outpaced any prior progress in Black
females’ development and progression. Bement (2020), the National Science Foundation’s
Director, testified that the current demographics require reformation by exponential growth,
particularly in women and the minoritized. The author identified a key for strategic development
based on the utilization of America’s diverse workforce, drawing on their range of talents and
backgrounds. In his briefing to the U.S. House Science and Technology subcommittee, he
reemphasized the need to grow STEM entrants through these diverse strategic partnerships.
Rice and Alfred (2014) examined Black females’ barriers as the minoritized in STEM
and provided recommendations supporting Black females’ growth and attainment through all
5

developmental cycles. The authors highlighted self-image, determination, perseverance, and
strong networks as some foundational elements essential for success. Ball et al. (2017) further
investigated the leaky pipes phenomena, where Black females disproportionately leave the
‘pipeline’ of progression from entering through retention in the STEM field. The authors’
investigation navigated to the pinnacle of the STEM career path and found that the leaky pipes
extended into the top tiers of STEM corporations. The conceptual term ‘pipeline’ fails to inform
the system of the multidimensional elements affecting Black female growth and success in
STEM. Lord et al. (2019) introduced an ecosystem approach to dissect and understand student
agency within a complex engineering system. Black females are affected by multidimensional
factors impacting their ascension in the field (Lord et al., 2019). The STEM field hosts
predominantly White male organizations (Branson, 2019), whose culture, systems, and attributes
contribute to barriers to Black female development. Accordingly, only a few Black females attain
executive-level roles, positioned with cultural wealth that provide crucial impacts in these
organizations.
Statement of the Problem
There is a significant gap in the number of Black female executives who attain C-suite
and executive positions in STEM corporations compared to the dominant demographics as
demonstrated in executive demographics (Apple, 2020; Boeing, 2021; Google, 2020; Lockheed
Martin, 2020; Microsoft, 2020). The attainment level highlights inequitable outcomes for Black
females and impacts STEM corporations that neglect the opportunity to promote exceptional,
transformative Black female leaders in STEM corporations. Black females possess cultivated
cultural wealth not acknowledged by other leadership demographics due to a Black female’s
uniqueness in positionality. Nevertheless, they face insurmountable barriers to upward
6

progression. The problem of practice examines the cultural wealth elements of Black females in
STEM corporations and their associated placement in corporate executive positions. The
research sought to explore Black female executives in STEM and to understand the tools, or
cultural wealth, generated through their lived experiences.
Purpose of the Research
The study aimed to explore Black female executives’ lived experiences, understanding
the creation and attributes of cultural wealth, further creating the opportunity to attain C-suite or
executive positions and increase STEM corporations’ success. Prior research, such as the leaky
pipes investigations (McKinsey & Lean In, 2018), focused on the multiple areas where all
females exit the corporate ascension ladder, not acknowledging the specific environmental
impacts affecting Black females. This research recognized barriers to equity towards Black
females and explored the created cultural wealth attributes that enabled their success. The
cultural wealth of Black females positions them to be exceptional leaders in corporations,
centered on resilience, emotional intelligence, and agility. The research sought to understand the
fortitude and tools required to overcome equity barriers, including the caste system, feminism,
intersectionality, model citizenship, concrete ceiling, stereotypes, microaggressions, sense of
belonging, stereotype threat, and self-perception. Using the Bronfenbrenner framework, the
literature review outlined the structural barriers to equity that hinder a Black female’s ascension
in corporate America’s STEM fields. The CHAT then framed the understanding of the
organizational system’s contradictions and encompassed Black females’ cultural wealth,
highlighting and providing the additive value of aspiring Black females to STEM corporations,
thereby increasing positive outcomes.
7

Importance of the Study
The problem of the under-appointment of Black female executives in STEM corporations
is salient to address because Black females offer specific leadership attributes based on adaptive
skills (McGlowan-Fellows, 2005) and the complexity of positionality (Smith et al., 2019). Parker
and ogilvie (1996) reported that Black females offer a specific leadership style centered on
creativity, boundary spanning, divergent thinking, and behavioral complexity. In addition, the
authors highlighted that Black female leaders display a transformational leadership style. Roberts
et al. (2018) underscored similar leadership traits of resilience, emotional intelligence, and
agility, highlighting characteristics of a transformational leader. STEM corporations need
transformational leaders who can share a clear vision of the organization’s future state, develop
buy-in, create trust, foster collaboration, and empower the organization in a changing system
(Northouse, 2019). Furthermore, Baker (2019) posited that organizational diversity and inclusion
activities can achieve a 20% increase in inclusion, thereby increasing on-the-job effort by 6.2%,
intent to remain with the organization by 5%, and individual employee performance by 3%.
Leadership promotions and corporate rewards built on equity foster desirable outcomes
for STEM corporations. Accordingly, positioning Black females with equitable outcomes enables
success in executive corporate roles. Notwithstanding, evidence highlighted an inequitable
disparity indicating that women of color held 5% of senior vice presidents and 3% of C-suite
positions in corporate America (McKinsey & Company, 2020). Additionally, data illustrated that
17% of Black females enter corporate America, yet only 0.68% attain C-suite positions (Deloitte,
2018), further highlighting a disparity. Black females are highly educated, earning the highest
percentage (greater than 60%) per demographic of higher education degrees (NCES, 2019).
8

Achieving an equitable corporate system requires that Black females are provided the same
equitable opportunities as other populations.
Positioning Black females in fields that offer a future of economic opportunity and
provide a fundamental basis for social mobility, such as computer science (Burge et al., 2017), is
paramount in addressing the problem of practice. Langdon et al. (2011) reported that STEM
careers were on a growth trajectory of 17% between 2008 and 2018 and even higher after 2018.
The U.S. Bureau of Labor Statistics (2020) projected similar growth of 12.5% from 2014 to
2024. Melguizo and Wolniak (2012) highlighted that STEM careers pay up to 40% more than
non-STEM careers and Blacks in STEM earn 39% more than their non-STEM career
counterparts (Beede et al., 2011). In addition, a science and engineering workforce has lower
unemployment rates (NSB, 2020) and provides stability. The NSB Indicators (2020) suggested
that the science and engineering workforce enhances a nation’s living standards, economic
growth, and global competitiveness.
Emerging studies have explored female executives in corporations, but few focus on
Black females ascending to executive positions, with even less concentrating on STEM
corporations. There is a scientific gap in knowledge of the attributes that Black females
contribute as leaders based on their STEM corporations’ lived experiences. The present study
aimed to explore the lived experiences of Black female executives, understanding the creation
and attributes of cultural wealth, further creating the opportunity to attain C-suite or executive
positions and increase their success in STEM corporations.
Theoretical and Conceptual Frameworks
The Black female executive’s development and execution in STEM corporations are
multidimensional and layered with complexity. Urie Bronfenbrenner’s ecological system
9

framework provides a structure of the system between a Black female, her development, and the
environment in which she interacts (Bronfenbrenner (1979a)). The framework offers a structure
to view the role of the environment and time in the human development process. Relationships
exist for an individual’s development through Bronfenbrenner’s nested development cycles of
the microsystem, mesosystem, exosystem, macrosystem, and chronosystem. The model’s center
is the individual, who embodies the emotional and psychological factors that influence
participation, such as stereotype threat and self-perception. The first layer of interaction, the
microsystem, encompasses exposure to role models and peers. Next, the mesosystem describes
the environment for the Black female and her supervisors’ interaction, describing an individual’s
access to information and tools that may allow growth in a specific area. The third, the
exosystem, is the policies and procedures that impact Black females’ development in each
setting, such as corporate culture. Next, the macrosystem offers the system’s values and morals,
such as the concrete ceiling and stereotypes. Finally, the chronosystem provides the content of
historical events, transitions, or opportunities from life events. Each layer or nest directly impacts
Black females’ advancement in their sector. Black females navigate multiple sectors within their
development, creating cultural wealth and attributes leading to impactful leaders.
In addition, Bronfenbrenner’s framework is paired and interwoven with the CHAT
model, which offers critical insight into understanding institutional structural barriers. Attaining
equity would cultivate an inclusive environment for Black females in STEM positions and
provide a system that fosters and harnesses the industry’s full potential. Black females would be
more aligned with other demographics in executive teams in equal numbers to their population
percentage. The critical or transformational CHAT paradigm examines and investigates Black
females in STEM corporate executive positions through a transformative lens. The
10

transformative paradigm’s focus is on navigating issues of power and disparate treatment from
the perspective of those marginalized (Creswell & Creswell, 2018). The authors further asserted
that its central importance is to examine and educate on the experiences of marginalized
populations. CHAT guides the understanding of the Black female as the subject, aiming to
achieve work assignments and increased corporate execution as the object. The model explores
the rules, community, and division of labor governing progression. By understanding the entire
institution and the interplay between elements, tools are developed in the model to assist the
subject in attaining the object and outcomes.
Methodology
Tuck and Yang (2014) described a theory of change philosophy as a researcher’s
perception or thoughts on improving a subject’s condition. In considering the problem of
practice, the underlying and directing exploration assumptions are the hidden structural barriers
and nested development systems that hinder Black females’ progression in corporate America.
The theory of change postulates a gap closure if the structural barriers within corporations are
acknowledged, and Black females can thrive through cultural wealth, inviting corporations to
recognize Black females’ additive value.
Qualitative research provides the optimum methodology for gathering in-depth data and
offering the voices required to answer the research inquiry. Qualitative research embodies using
words as data to understand human experiences through words (Creswell & Creswell, 2018) and
interviews to investigate the essence of the participants’ lived experiences (Seidman, 2013).
Semi-structured interviews were conducted with 15 Black female STEM executives, aligning
with the research questions that explored the framework to understand participants’ experiences,
11

and completed through descriptive data collecting tools (Merriam & Tisdell, 2016). The
following research questions guided the research:
1. How do specific personal and STEM leadership milestones impact a Black female’s
journey?
2. How do Black female executives in STEM navigate the complexities of
environmental factors of STEM careers?
3. How do aspects of community cultural wealth impact Black female executives in
STEM, and what is their perceived impact on STEM corporations?
Definitions
• Black females: Females of Afro-diaspora descent currently residing in the USA,
including African Americans, Caribbean Americans, and European Blacks (National
Institute of Health, 2015).
• Cultural wealth: The cultural knowledge, skills, abilities, and contacts possessed by
socially marginalized groups (Yosso, 2005).
• Ecosystem: Elements of success are interconnected in a complex system, and the
trajectory to success is not linear or defined but influenced by these connections
(Lord et al., 2019).
• Intersectionality: The possession of two non-dominant positions or greater in respect
to the power equilibrium (Crenshaw, 1989).
• Minoritized: The social construction of underrepresentation and subordination of
particular individuals in U.S. systems (Harper, 2012).
• Leaky pipes: Terminology describes the phenomena of females leaving the pipe or
pipeline of corporations for several reasons (McKinsey, 2015).
12

• Pipeline: Phenomenon where the flow of people to specific positions is described as a
pipe or pipeline of people (McKinsey, 2015).
• Positionality: The author’s frame of reference for the experience typically originates
from a power paradigm of dominant or non-dominant power (Bourke, 2014).
• Women of color: A unifying term for all ethnicities of women who self-identify as
non-White descent (Ong et al., 2018).
Organization of the Dissertation
This study utilized the five-chapter dissertation model to organize the research content.
Chapter One provides details on the current problem of practice, acknowledging the under-
appointment of Black females as executives in STEM corporations. Chapter Two presents a
review of relevant literature regarding the problem of practice. After examining the literature,
Bronfenbrenner’s framework is used for structured review and analysis, then paired with the
CHAT. The paired frameworks provide a holistic picture of a Black female’s development and
possible areas to investigate, aiding her upward progression. Chapter Three describes the
methodological execution of the study, outlaying the qualitative inquiry research design. The
design gives voice to the research participants and the knowledge required for thorough analysis.
Chapter Four presents the research findings from a structured analysis of the participant
interview data. Finally, Chapter Five discusses the research results and provides implications for
practice and future research in the field.
13

Chapter Two: Review of the Literature
Chapter Two entails the review of literature, organized to understand the complexity and
dimensions impacting a Black female’s development of cultural wealth. The literature review
first explores the dynamics accompanying the under-appointment of Black females in corporate
executive positions. Given the complex nature of Black female experiences, the literature is
structured through Bronfenbrenner’s ecological systems framework to articulate human
development. Multiple dimensions impact a Black female’s ascension and success in STEM
corporate executive positions. Corporate America has traditionally harbored dominant ideologies
of gender, race, sexuality, ability, and other positionality factors (Wilkerson, 2020). Past research
primarily focused on Black females in the STEM pipeline or ecosystems of K–12, and collegiate
classrooms, with few focused on successful Black females in corporations (Charleston et al.,
2014, Lord et al., 2019; Morton & Parson, 2018; Ong et al., 2018). Additionally, past research
spotlighted the leaky pipes phenomena surrounding all women in corporate America (Ball et al.,
2017; McKinsey, 2021). Emerging research has focused on predominantly White females and
the feminist approach to diversity and inclusion, neglecting the experiences of Black females.
Accordingly, there is a lack of research connecting Black females after collegiate, in
corporations, and the dynamics encountered specific to STEM corporations.
The literature review further highlights the most salient barriers that Black females
encounter and overcome as they navigate their careers. The Bronfenbrenner framework provides
a structure to support understanding and guide the development of Black female executives in
STEM corporations, utilizing the CHAT’s lens to redefine the nested systems. Bronfenbrenner’s
framework then integrates with CHAT, exploring the tensions and contradictions in Back
14

females’ progress through the corporate structure. Black females develop cultural wealth to
navigate ascension through the levels of STEM corporate leadership.
Bronfenbrenner Framework’s Application
Bronfenbrenner (1979b), a firm and established framework, provides critical insight into
the multidimensional layers influencing an individual’s development and success and provides a
conceptual outline for human development within environmental ecosystems and time.
Interconnections exist for an individual developing through the four nested development cycles
of the microsystem, mesosystem, exosystem, macrosystem, and the fifth dimension of time,
identified as chronosystem (Bronfenbrenner, 1979b). Through the Bronfenbrenner framework,
outlined in Figure 2, the Black female’s development can be dissected into subcomponents,
shaping the entire structure.

Figure 2
Bronfenbrenner’s Framework

15

The literature review identified the Bronfenbrenner model’s core as the individual who
embodies the emotional and psychological factors that influence participation, such as stereotype
threat. The microsystem, the first layer of interaction, represents the interpersonal relations
experienced by the developing individual (Bronfenbrenner, 1979b), which can be the
environment of the corporate, home, or other spaces. For example, in a Black female’s
microsystem, individuals interact and become exposed to role models and peers. The
mesosystem offers an understanding of the individual’s access to information and tools that may
allow growth into a specific area and interaction between two or more settings. The mesosystem
then transitions into the exosystem or environmental factors impacting success (Bronfenbrenner,
1979b). The author described factors, such as corporate culture, shaped by the policies and
procedures that affect development. The macrosystem, the system in the societal context,
provides insights into identity formation from society’s policies and views, offering the system’s
values, morals, and cultural traditions, such as the concrete ceiling and stereotypes
(Bronfenbrenner, 1979b). Finally, the chronosystem provides the content of historical events,
transitions, or opportunities from life events (Bronfenbrenner, 1979b). The development system
elements are interconnected due to the complexity of human development but segmented based
on the system portrayed.
Overcoming Chronosystem Barriers
The chronosystem of the Bronfenbrenner model explores the impact of time and
historical events on an individual’s development (Bronfenbrenner, 1979b). These influences,
such as living during World War II, the Great Depression, or the Civil Rights Movement,
produce significant and varying changes in an individual. Time influences Black females’
development with the impact of the Civil Rights Movement and racism constructs on all Blacks
16

in the United States (Reynolds & Kendi, 2020; Wilkerson, 2020). Furthermore, the Feminist
Movement impacted how Black females negotiated the social dynamics occurring during and
after the period (Davis, 1981; Kendall, 2021). These two significant milestones shape their
identity as Black females develop and maneuver in corporate STEM culture. Consequently,
Black females become conscious of the structures and boundaries placed before them while
trying to excel.
The Caste System and Civil Rights
Through time, Blacks and Whites did not hold equal status, nor were they provided equal
opportunities. Wilkerson (2020) explored history to describe a caste system influencing
American culture today. A typical caste system depicts an infrastructure of division in a human
hierarchy with a subconscious code of superior and inferior subgroups (Wilkerson, 2020). The
American forefathers built a caste system based on a signal factor of race; those categorized as
White had privileges of resources and power, with Blacks positioned as inferior to maintain the
system of slavery (Reynolds & Kendi, 2020; Wilkerson, 2020). A labyrinth of laws and systems
upheld Whites as superiors based on the curse theory and, with time, created white privileges
(Reynolds & Kendi, 2020). Whites, hailed as superior due to intelligence and hard work, contrast
Blacks, portrayed as savage and lazy, and in this construct, upholding slavery maintained profits.
Reynolds and Kendi (2020) highlighted the transition of time as a few enslaved people
encountered small freedoms in the 1790s and urged to learn to assimilate to lead respectable
lives, like Whites, with uplift suasion.
History chronicled the American civil unrest from the Civil War of 1865, a move to free
Blacks, to the Civil Rights Act of 1964, a right for Blacks to be equal and free of discrimination.
In 1865, the Thirteenth Amendment ended slavery, the Fourteenth Amendment granted
17

citizenship to formerly enslaved people, and in 1870, the Fifteenth Amendment provided Blacks
the right to vote (Braun, 2019a). W.E.B Du Bois, Malcolm X, and Martin Luther King Jr. built
and empowered an antiracist manuscript, fighting for the right of Blacks to be free of the burden
of racism, segregation, and assimilation (Reynolds & Kendi, 2020). Black power stood as a
symbol of Blacks owning and controlling a destiny, free of White supremacy. A system built on
caste and White supremacy depicts a structure where Whites and Blacks are employed together
but not treated as equals. Blacks are seldom placed in authority over a White individual,
relegated to remain in a lower rank, and possibly only managing other Blacks (Wilkerson, 2020).
Discrimination continued to plague the U.S. cultural and corporate system. In the 1970s,
although Blacks could work, they earned an equivalent sixty percent to a White male (Braun,
2019a); the trend continues today, where Black females still ranked among the lowest in pay
compared to other demographics (U.S. Bureau of Labor Statistics, 2020).
Feminism and Black Feminism
The birth of the women’s rights movement originated from the anti-slavery and Civil
Rights Movement, yet often neglected the Black female. The women’s liberation movement first
originated in 1848 with the world’s first women’s rights convention in Seneca Falls, New York,
hosted by Elizabeth Cady Stanton (Braun, 2019b). Middle and upper-class White women
compared marriage to a form of slavery and began denouncing unfulfilling domestic lives
(Davis, 1981). The author recalled the inference that marriage was as demeaning as slavery, and
the anti-slavery movement allowed them to voice forms of oppression. Furthermore, White
women claimed to have a particular link with Black females, who suffered slavery, although they
had choices and never experienced the hardship allotted to a slave. Davis (1981) revealed several
points in history where White women described equality as the right of Black males and women,
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negligently never acknowledging the position of Black females in their suffrage. Susan Anthony
was first an abolitionist but migrated to the women’s rights movement when the Fifteenth
Amendment, the women’s rights movement platform, granted African Americans voting rights
but did not include women (Braun, 2019b).
The voting rights decision altered the conditions of Blacks and women, and its judgment
thus delineated the struggle of a Black from a White female in the women’s liberation
movement. Elizabeth Stanton, one of the first leaders of the women’s rights movement, began
repositioning the women’s liberation movement as removed from the Black liberation
movement. The abolition of slavery did not remove nor reduce the horrors in which Black men
and women lived daily lives (Davis, 1981), but the ability to vote altered a Black person’s
relationship with White liberators. The eventual dissolution of the Equal Rights Association in
1870 destroyed the tenuous, superficial ties between Black liberation and women’s liberation
(Davis, 1981). Notwithstanding, the repression of Black females continued in both worlds.
The women’s right to vote proposal slowly progressed until 1918, when President
Woodrow Wilson agreed to support women’s voting rights, cementing the Nineteenth
Amendment in 1920. Braun (2019) reported that women did not share equality with men in every
aspect, often only offered jobs that men did not wish to perform and paid less for their labor. As
such, the goals of the women’s rights movement expanded to include equality in every
dimension. The Civil Rights Act of 1964 prohibited discrimination in the workplace based on
gender, and the Equal Pay Act required equal pay for both men and women (U.S. Department of
Labor, 2021; U.S. Equal Employment Opportunity Commission, 2021). In law, women inched
closer to equality with men, yet, the women’s rights movement focused on one particular
19

woman, White women (Braun, 2019). The authors noted that the campaign focused on White,
middle-class women who did not have similar concerns to other diverse women.
Davis (1981) documented that more Black females work outside their homes than their
White counterparts and experience drastically different circumstances without liberation. White
feminists have conveniently omitted household workers’ concerns from the middle-class
concerns in the liberation movement (Davis, 1981). Kendall (2020) highlighted the continued
lack of equality in the modern women’s movement, which focuses on the interests of the middle
and upper-class white women. The author reiterated the focus of women’s feminism, centered on
Whites, often forgetting to address the obstacles falling outside of that race. Black feminism,
which advances today, acknowledges that all women do not have the same experiences or
struggles and strives to create equity.
Overcoming Macrosystem Barriers
Corporate America has traditionally harbored dominant ideologies of gender, race,
sexuality, ability, and other positionality factors. The fourth Bronfenbrenner layer, the
macrosystem, incorporates the culture or system’s values, morals, and traditions. The White
supremacy system serves to self-elect the vital few into a dominant group. Accordingly, the
macrosystem layer explores the impacts of intersectionality and model citizens.
Intersectionality
Intersectionality impedes a Black female’s progress in STEM corporate cultures. Malcom
et al. (1975) coined the term ‘double bind’ to describe a minoritized female’s price to enter and
remain in a science field. The authors’ analysis described the negative cost of being both a
minoritized and female in a STEM arena. Crenshaw (1989) further explored intersectionality as
the junction of racism and feminism, where two or more non-dominant statuses identify an
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individual. Three court case analyses demonstrated the multi-axis framework that marginalizes
Black females pursuing life goals, discounting Black females due to the overlap of both race and
gender (Crenshaw, 1989). Morgan (2020) explained that intersectionality and prejudice impact
the population based on two factors of dominance, race, and gender, affecting Black females.
Black females, as described, experience increased discrimination based on these descriptors,
sharing neither race nor gender with the dominant group. The research highlighted the
complexity of intersectionality in a Black female’s specific attainment of the progressive
movement in leadership positions due to the dominant group’s position and power.
Intersectionality plays a critical role in a Black female’s development and success in
corporate STEM positions. Intersectionality is mired with underlying elements of power and
oppression (Alfred et al., 2019). Lower status in both race and gender directly impedes a Black
women’s progression in leadership advancement (Smith et al., 2019). The researchers reaffirmed
that Black females are placed at further disadvantages competing with others in both aspects of
race and gender. Charleston et al. (2014) further explored a secondary impact of intersectionality,
where Black females face societal requirements to change behavior to overcome
intersectionality. The change, however, contradicts the requirements for successful development
in the STEM field (Charleston et al., 2014). Black females must develop specific skills to
counteract and overcome these daily challenges of intersectionality.
Model Citizen
STEM corporations are historically grounded in values created by the White majority
population, and the label of token Black female or male creates an unintended pressure to
perform (Alfred et al., 2019). Intersectionality necessitates a recommended shift in Black
females’ presence to cultural elements of a majority population citizenship (Charleston et al.,
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2014). Beckwith et al. (2016) reported that Black females have learned to adapt to the
environment and assimilate based on the necessity to be accepted. The authors highlighted the
dominant group’s power to confer senior-level positions based on preferences. Furthermore,
Glass and Cook (2020) revealed both people of color and White females demonstrated a change
in behavior to attain elite leadership positions. The researchers underscored the central
requirement for assimilation from non-dominant individuals. Black females are therefore
pressured to shift their true selves to integrate into a predominantly White workforce, essentially
shifting their identities (Dickens & Chavez, 2018). The study revealed that Black females must
portray the model Black citizen or adopt White citizenship for acceptance in work environments,
often inhibiting authentic relationships. They further explained Black females shifted identity to
increase a White person’s comfort level in these spaces.
Diversity initiatives synonymously classify Black and White females, but Black females’
experiences are significantly different. Additionally, White females do not actively promote
advancement for all females (Davis, 1981; Durr & Wingfield, 2011; Kendall, 2021). The
progression time for Black females to overcome negative racial stereotypes impacts their
promotion in corporate America (Wilson, 2012), contrary to White females, already portrayed as
model citizens. Furthermore, the study discovered that Black females received unfavorable
performance reviews compared to their White counterparts for similar work quality. Morgan
(2018) noted that the unbalanced increase in White women promoted to leadership positions
skews the numbers attributed to Black women in attaining these levels. White women leaders
have become synonymous with all women leaders, erasing Black females’ different experiences
(Morgan, 2018). White women do not advocate for all other races in higher leadership roles
(Center for Talent Innovation [CTI], 2019), although being the primary benefactor of diversity
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and inclusion initiatives. CTI (2019) noted that inclusion initiatives combine Black females’
struggles with Whites’, impacting how Black females are perceived, although Black females face
unique challenges due to their positionality.
Overcoming Exosystem Barriers
The third Bronfenbrenner layer, the exosystem, contains the enacted policies and
procedures impacting a Black female’s progression external to her experience. These experiences
do not involve the individual as an active participant; policies and procedures such as affirmative
action or quota concepts, where corporations are encouraged to meet a Black representation
number affect the Black female. An additional element the Black female faces in the exosystem
is the concrete ceiling. Although not an enacted policy, the imaginary ceiling impacts a Black
female’s progress in corporate STEM spaces.
Concrete Ceiling
The glass ceiling comprises the artificial barriers based on organizational biases
hindering the advancement of individuals through a corporation (U.S. Department of Labor,
1991). The concrete ceiling represents a unique career advancement limitation for Black females
due to unconscious policies and procedures. Wilson (2012) posited that the route to mobility in
corporations is racialized hierarchy, which favors Whites. It is broader and more unstructured,
whereas a Black individual’s route is more narrowed and structured, limiting progression
through the corporations. A Black female rarely sees the C-suite’s higher levels due to her
identity in the Black race and female gender (Beckwith et al., 2016). The research found the
concrete ceiling to be unbreakable compared to the glass ceiling due to the intersectionality
boundaries. Black females must often overcome invisible barriers to progression.
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The concrete ceiling limits the Black females’ exposure to human capital and networking
opportunities critical for career advancement (Durr & Wingfield, 2011). Additionally, behavioral
expectations of Black females limit promotions on perceived performance. Black females face
negative stereotypes founded on race and gender, and a Black female’s high performance goes
unacknowledged due to these preexisting ideas (Morgan, 2018). Black females are not perceived
as leaders and face unconscious discrimination compared to the majority of White male leaders
(Morgan, 2018). A key controversy in the literature is the glass ceiling concept compared to the
concrete ceiling, with some researchers believing both are synonymous and do not accept the
unique differences (Iseke & Pull, 2017). Nevertheless, these ceilings represent barriers to upward
mobility for Black females.
Affirmative Action and Quotas
Generations of minorities remained in low-paying wage jobs after the Civil Rights
Movement. Executive Order 11246 enacted Affirmative Action laws to enable equal opportunity
to correct job discrimination (U.S. Department of Labor, 2021). The guidelines to introduce
policies for hiring minorities and females have negatively impacted the culture of the remaining
workforce, where the majority population has equated the act to hiring and promotion quotas
(Oppenheimer, 1996). Oppenheimer described quotas being utilized under limited circumstances,
yet many perceive affirmative action in these terms, thereby conjuring negative associations with
diversity plans. Black females perform in cultures that discredit their success. Lean In (2020)
reported that when Black females succeed in corporate workspaces, their accomplishments, hard
work, and subsequent promotions are attributed to affirmative action or meeting the Black quota.
The cultural mindset stigmatizes a Black female’s success and reduces future opportunities for
growth in the workplace. Dickens and Chavez (2017) stated that Black females felt like race
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representatives, only appointed to positions as tokens, which impacts relationships in these
environments.
Overcoming Mesosystem Barriers
The second Bronfenbrenner layer, mesosystem, expands into the interaction between the
Black female and her corporate environment, with her supervisor and associates’ interactions. A
mesosystem describes the interlinking of elements between multiple microsystems to the Black
female. The impact of sense of belonging on success, stereotypes, and microaggressions, and
mentorship and sponsorship are investigated.
Stereotypes and Microaggressions
Stereotypes are preconceptions of one’s character and characteristics based on identity
(Dickens & Chavez, 2018). Stereotyping often leads to microaggressions, which are hidden,
nondescript encounters laced with preconceived notions of one’s abilities. Stereotypes and
microaggression plague many Black female encounters in STEM corporations.
Stereotypes
Many Black females believe they must change behavior to reduce the impact of negative
stereotypes and perceptions of their qualifications as a leader. Black females are perceived as
angry, domineering, and confrontational (Durr & Wingfield, 2011). The authors reported that
Black females actively consider altering behavior and style to increase their ability to fit in and
become more promotable. Beckwith et al. (2016) explored female executives who change in
behavior possess similar traits to their male counterparts. However, when Black females change
behavior, they are perceived as more aggressive, even when equivalent to male counterparts, and
are highly criticized (Beckwith et al., 2016). Black females must eliminate the perception of
being intellectually inferior (Holder et al., 2015), given the reality of overqualification for many
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positions. The authors reported that Black females were continually required to prove their
abilities when interacting with colleagues. Stereotypes negatively impact the experience of Black
females in STEM corporations and often require specific skills to overcome.
Microaggressions
Everyday workplace encounters reinforce these stereotypes of inferiority and deficiency.
The Center for Talent Innovation (2019) noted that Blacks experienced microaggressions, brief
exchanges of denigrating encounters based on race, at significantly higher rates than other races.
These microaggressions include being told they are articulate, having other workers take credit
for ideas in meetings, and being excluded from job-related meetings. Black female leaders’
authority was continuously held to more scrutiny and questions (Holder et al., 2015).
Additionally, these leaders were required to validate decisions and expertise to gain credibility,
another form of microaggression in corporate environments. Davis (2016) portrayed Black
females’ experiences as invisible, voiceless, undermined, and challenged. Many often realized
that the microaggressions would be an experience unique to them. Stereotypes and
microaggressions impact a Black female’s ability to succeed in these corporations, requiring
additional elements to uncover a Black female’s cultural wealth.
Sense of Belonging
Black females’ sense of belonging impacts success in computer science and other STEM
fields. Sax et al. (2018) described that a negative sense of belonging occurs when one does not
believe in their capability to succeed, nor does the environment actively encourage involvement
and success. Furthermore, a sense of belonging serves as a predictor of success. George et al.
(2014) explained that when STEM students experience a negative sense of belonging,
participation and progression through a program are stifled. Black females in the study
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experienced feelings of isolation and subordination, impacting a Black female’s sense of
belonging. Collins et al. (2020) further explored the impact by reviewing four Black females on a
journey through STEM fields. In the exploration, each female indicated a sense of belonging
impacting success outcomes and the additional challenges faced towards success.
Yamaguchi and Burge’s (2019) study revealed that participants noted explicit and
implicit biases within their environment and a lack of inclusion in group assignments.
Furthermore, Black females often experience a limited sense of belonging in STEM through
these unwelcome environments, impacting their ability to succeed (Yamaguchi & Burge, 2019).
In addition, a sense of belonging is critical to a Black female’s success and these factors, in
unison, create a significant impact on Black females’ progression.
Mentorship and Sponsorship
To progress in STEM corporations, Black females must increase their network and find
mentors or stakeholders who are inclusive listeners and healers throughout their career journey.
Mentors and stakeholders provide critical insights into ascension paths for Black females.
Mentorship
Alfred et al. (2019) discovered that many women of color lacked the critical mentorship
and sponsorship relationships needed to advance in STEM corporations. The authors reported
that the underrepresentation of women of color in STEM executive leadership exacerbated the
problem for Black females. Current knowledge sharing does not provide the cultural wealth
needed for Black females and often heavily exhibits mentorship practices aligned to the majority
and privileged (Alfred et al., 2019). Finding mentors or sponsors with similar backgrounds
represent a critical aspect of success (Piazza, 2016). Lean In (2020) reported that Black females
received less support from managers, who do not often highlight a Black female’s work or
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advocate for new opportunities in equivalent numbers as White females. In addition, the study
conveyed that Black females had the worst experience in promotion, where managers were only
24% likely to help Black females navigate the obstacles compared to a 30% response for White
females.
Sponsorship
Black females face a lack of access to senior leaders within the corporation. A decrease in
the promotion of a Black female’s accomplishments and work contributes to the lack of access to
senior leadership (Lean In, 2020), snowballing into the lack of growth opportunities offered to
Black females to be promoted. Holder et al. (2015) reported that sponsorship influences the
perception of a Black female’s competence, which is otherwise subjective. Black females
highlight the positive impacts of a mentor and sponsor when encountering microaggressions at
work and promotions (Holder et al., 2015). Mentors are critical for STEM success and upward
mobility in male-dominated environments (Collins et al., 2020). The authors found that
mentoring reduced stereotype threat and imposter syndrome for Black females in STEM.
Additionally, sponsorship provided significant social capital required for promotions within
corporations (Wilson, 2012). Both forms of social wealth, mentorship and sponsorship, play a
critical role in STEM Black females’ success.
Overcoming Microsystem Barriers
The microsystem represents the Black female’s immediate environment and encompasses
the emotional and psychological factors influencing her participation. Black females engage and
build connections through activities, roles, and interpersonal relationships (Bronfenbrenner,
1979b). Early exposure factors in the microsystem impacting Black females are motivation and
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emotional toll, which all play integral parts in combating stereotypes in Black females’ ascension
in the corporate system.
Early Exposure Factors for Black Females
Two early critical predictors of a Black female’s success in computer science are early
mathematical preparation at the elementary school level and continued exposure to experienced
Black female role models. Early exposure allows Black females insights into STEM fields and
access to the foundational criteria of success.
Early Exposure Factors
Yamaguchi and Burge (2019) found that it is necessary to initiate bridging mathematical
concepts to conceptualize computer science entities at an early developmental age. They reported
that the concepts required for computer science knowledge begins in K–12, where mathematics
is foundational. Additionally, without cultivating foundational science knowledge, it is often too
late for participants to develop and grow the required concepts (Charleston, 2014). The author
revealed that a lack of preparation in science among underrepresented minoritized students in the
elementary grades and secondary-level school programs undermines enrollment and success in
STEM college programs and later years. Black females must be encouraged to enter STEM early
in development.
Black Role Models
Rhodes et al. (2010) identified a second but no less critical component of success. The
researchers reported that Black females require exposure to role models with a similar
appearance, and such exposure predicted the desire to enroll in STEM fields. Black female role
models create the necessary mental models for achievement in the STEM field. Yamaguchi and
Burge (2019) reiterated the requirements for early role models for advancement in an
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environment that lacked specific demographics. Early exposure to role models internal to the
home instilled confidence in a young Black female (Davis, 2016). Resilience built at a young age
laid the foundation for belief when faced with future adversity. The research highlighted that
these two early predictors of a young Black female’s success are the foundation for overcoming
negative stereotypes later encountered.
Motivation and Emotional Toll
The experience Black females endure in the corporate environment produces a negative
emotional toll, and the ability to cope could slowly wane. Durr and Wingfield (2011)
communicate Black females’ performance weariness as they interact with and respond to the
dominant race’s constant judgment and perceptions. The researchers note the emotional toll is
also induced by the loneliness and alienation of facing the environment independently without
support. Black females must consistently perform at a higher standard, minimalize mistakes, and
actively circumvent negative judgment, with a potential failure incurring higher consequences
(Beckwith et al., 2016). The researchers suggested that Black females must be confident in their
abilities, even when the minute tolerance for failure places them on a trajectory of incremental
successes, which decreases a Black female’s progression.
Black females are consistently required to self-motivate and negate the impact of the
negative environment, diminishing their expectancy to succeed. Eccleston and Major (2010)
investigated the performance of females in a corporate environment to understand behavior
based on the expectancy of success. The researchers discovered expectancy impacted the value
placed on positions if females believed a sexist or non-sexist evaluator evaluated these positions.
Cultural attributes significantly affect a Black female’s perceptions of her aspirations to succeed
in a male-dominated corporate environment. Holder et al. (2015) found that Black females must
30

possess a significant emotional capacity and power to overcome the continuous critics and
environmental factors in corporations and introduced armoring. The authors described armoring
as understanding how Black females must equip themselves to remain immune and mentally
succeed despite the negative surroundings.
Overcoming Individual Barriers
The Bronfenbrenner model centers on the individual and the systematic structures in
which the individual develops. The model does not require exploring the individual’s inner
thoughts, but it is salient to review the factors that affect the Black females’ internal development
for awareness and consideration. The factors such as stereotype threat, self-efficacy, self-
perception, identity threat, and social role provide a window into inner organizational barriers to
equity, now internal to Black females. The individual elements significantly overlap in the
impact on the Black females’ self-awareness and inner thoughts and contribute considerably to
her execution through these thought patterns.
Stereotype Threat
Stereotype threat impacts the internal thoughts and external behaviors as a Black female
interacts in a corporate environment. Steele (2010) explored stereotype threat in multiple
scenarios that exist from a perspective based on an internal affirmation of another’s stereotype of
a specific population. His review described stereotype threat as the anxiety of confirming
negative stereotypes of a given population and found that minorities conveyed a feeling of “I
don’t belong,” portrayed through subconscious actions. Stereotypes are cultivated through
society, proposing that Black females are not cognitively inclined to succeed in mathematics or
science (Alfred et al., 2019). Casad and Bryant (2016) found that stereotype threat can affect job
engagement and career aspirations, and the environment plays a significant contribution to
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stereotype effects. Black females are marginalized when entering and matriculating in STEM
fields, often due to stereotype threat, hindering growth and performance through its high
cognitive load. Mozahem (2020) found that females felt higher anxiety levels than male
counterparts for math, although grades were similar to males. Research revealed a crisis of Black
females leaving early pathways in STEM due to restrictions created by the majority group on the
population’s considered norm (Alfred et al., 2019).
Additionally, Collins et al. (2020) described a Black female’s experience as one filled
with imposter syndrome and stereotype threat, where being marginalized often positioned them
to carry the weight of the entire population. The increased cognitive load for success places an
undue burden on Black females. Black females often experience the ‘only’ experience, where
they represent the entire population of Black females by being the only person in that field. Lean
In (2019) reported that 44% of Black females conveyed this experience, which often puts an
imaginary load and pressure on successful performance.
Stereotype threat and experience with negative stereotypes in computer science manifest
in low self-realization, impeding Black females’ ability to thrive in STEM fields. Computing
climates were observed as racist or sexist due to these negative stereotypes that underrepresented
minoritized students faced (Sax et al., 2018). These students encountered negative biases of skill
competency when interacting in settings. Reduced demographic expectations fostered diminished
computing self-perception, potentially developing into reduced future success (Rhodes et al.,
2010). Black females internalize negative stereotypes of their ability to succeed, increasing
stereotype threat, undermining self-perception and success, and being threatened by identity
threats in the computing domain.

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Identity Threat and Social Role
Identity threat and social role theory undermine the ability of Black females to envision
themselves in a male dominant, geek stereotyped role. Computing environments are traditionally
White male-dominant fields characterized by specific social behaviors (Trauth et al., 2012). The
authors found that male-dominant occupational fields, such as information technology, were
promoted to require agentic qualities, not female or communal skills. Females and the
underrepresented minoritized experienced role incongruity, the discrepancy between the
represented and self-identity (Sax et al., 2018). These demographics encountered several
reinforced computing identity stereotypes amongst posters, culture, and assignments. Black
females were more likely to experience identity threats and depart the computing field due to
experiencing personal dissonance with various hacker terms and computing stereotypes
(Rodrigueza & Lehman, 2017).
Social role theory defines the thought that specific roles are prescribed for women and
negatively influence the sense of belonging among Black females in the computer science field.
Casad et al. (2019) explained that females are stigmatized as less competent and motivated in
STEM and often feared their behaviors would reinforce these stereotypes. Females worry
suitability in STEM will be based on society’s gender stigmatization. Kyoung and Loya (2015)
underscored a gap in perceived gender ability, which hindered female students from succeeding
and impacted computing design skill confidence. Furthermore, stigmatization altered the Black
females’ self-perception of succeeding and experiences in the environment (Kyoung & Loya,
2015). Black females are continually requested to overcome several barriers that potentially
impede progress to success. Overcoming these barriers creates or reestablishes cultural wealth
within these individuals.
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Self-Perception and Self-Efficacy
Black females face a precarious balance when considering self-efficacy and ability to
execute. Armstrong and Jovanovic (2017) noted Black females face raised levels of self-doubt
and work stressors in the professional environment. The authors acknowledged that these factors
add to these individuals’ hurdles and challenges. Mozahem (2020) stated that there are four
sources of self-efficacy for an individual: performance achievement, emotional arousal, vicarious
learning, and social persuasion. The relationship between an individual and the environment is
bidirectional, and it is difficult for individuals to nurture self-efficacy in nonaccepting
environments. Scheuermann et al. (2014) expanded on the thought when they demonstrated that
African American engineering students’ self-efficacy for completing an engineering degree was
directly correlated to subsequent major choice goals. Humans are conditioned to strive for goals
that they perceive they can attain. If Black females do not have a roadmap for success in STEM
corporations, self-efficacy is negatively impacted, thus inhibiting attainment goals. An
established roadmap for success provides future progress.
Cultural Historical Activity Theory (CHAT) Framework
The third evolution of the CHAT, built on Vygotsky and Leont’ev’s 1978 publications,
provides a framework for exploring the Black female in a social-cultural environment such as a
STEM corporation. Bronfenbrenner’s framework paints the landscape in which a Black female
develops and maneuvers, and the CHAT framework provides additional exploration into
understanding the complexities of human activity in these environments and the development of
change through these activities. CHAT focuses on socially and culturally constructed resources
and activities, analyzing local activity systems through rules, community, and division of labor
34

(Wade-James et al., 2019). CHAT’s framework posits an interrelation between a subject, object,
tools, rules, community, division of labor, and outcome (Tharp & O’Donnell, 2016).
As illustrated in Figure 3, the structure begins with the subject and object’s linear
relationship, where the subject is positioned to work on the object or a Black female as the
subject strives to ascend. STEM corporations and STEM’s use of a Black female’s leadership
attributes are the objects; the outcome of the relationship is projected as the executive positions
are attained and the exceptional, unique leadership STEM corporations can utilize. Forming a
triangular structure is the subject and object, with the triangle’s apex as the tools used in the
relationship when the subject performs actions to realize the object. The literature proposed
Black females must assimilate to accomplish the object of ascending in STEM corporations. A
secondary established tool is Black females’ ideologies around the participating demographics in
STEM leadership.

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Figure 3
CHAT Framework

Vygotsky (1978) created the structure as the first iteration of the CHAT model, with
Wartofsky (1979) and Engeström (1993, 2001) expanding into the second and third iterations,
where the rules, community, and division of labor are introduced to acknowledge the subject and
object relationship occurring within a cultural setting or space. Rules dictate the interactions
which occur around the subject. These define what is considered appropriate behavior for a
Black female in a STEM corporate environment and how ascension occurs within the context. A
community is introduced, providing the context of relationships within the environment, where
current executives and non-executives must function. The last axis, division of labor, describes
the power and structural aspect of the system execution, acknowledging the historical hierarchies
36

influencing subjects’ roles. Black females typically navigate an environment filled with power
dynamics and political influencing surrounding ascension.
Activity theory is the examination of these axes and contradictions within an activity
system. Engeström (1987) defined four levels of contradictions within the system that are the
primary sources of change created by contradictions. Table 1 describes the four contradictions
currently held in the system. New activities develop to address contradictions, leading to growth
and an expansive cycle of learning.
In the current system, Black females are not ascending to executive STEM positions at
the same pace as White females or White males, even when provided the same tools and
resources. The contradiction proposes a need to formulate new types of activities to address the
current state of stagnation.
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Table 1
Activity Theory Contradictions
Contradiction Between Examples
Primary Use value and exchange value of
the object
Accomplishments (use value) and
promotions (exchange value) in
conflict
Secondary Components of one activity system Types of mentorships limit the
information a Black female can
apply to sense of belonging
Tertiary More advanced objects and existing
components
Promotions are gained in the
system based on model
citizenship, not
accomplishments
Quaternary One activity system and a
neighboring activity system (as a
result of the tertiary conflict)
STEM corporations may face
conflicts with stakeholders
when they do not produce the
desired corporate execution
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Conceptual Framework
The conceptual framework begins with the Bronfenbrenner framework, represented in
Figure 4, which provides an integrated change model centered around the development of Black
Females. Bronfenbrenner’s bioecology system and concentric circles frame the interrelation
between a Black female, her development, and the environment in which she interacts. Typical
Bronfenbrenner’s bioecology system theory frames the relationship but infrequently explores the
inner knowledge and motivation of the individual and focuses on the outside identities shaping
38

the Black female development. The model’s center, the individual, embodies the knowledge,
emotional, and psychological factors that influence participation of Black females.

Figure 4
Bronfenbrenner Framework: A Black Female Environment

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The problem can be dissected into components through the Bronfenbrenner framework,
shaping the entire structure. For Black females, individual elements include stereotype threat,
identity threat, social role, self-perception, and self-efficacy. In addition, the individual interacts
with the microsystem, which provides for early exposure factors to role models and motivation
with emotional toll. The mesosystem offers an understanding of the individual’s access to
information and tools to grow into a specific area. The system includes stereotypes and
microaggressions, sense of belonging, and mentorship and sponsorship. The mesosystem
expands into the exosystem or environmental factors impacting a Black female’s success, such as
the corporation’s culture, including affirmative action plans and the concrete ceiling. Finally, the
macrosystem, the system in the societal context, provides insights into identity formation from
society’s policies and views, such as intersectionality and model citizenship. The chronosystem,
the impact of time on Black females, includes society’s foundational relationships within the
caste system, civil rights, feminism, and black feminism. Interventions often focus on specific
frames of the problem, but Bronfenbrenner expands the investigation into all critical dimensions,
providing a holistic view of future recommendations and solutions to the problem.
Black females reside in structures and communities where learning is shared and
distributed. Bandura’s social cognitive theory’s tenets posited that agents attain information from
reciprocal determinism, behavioral capability, observational learning, reinforcements,
expectations, reciprocal interaction, and self-efficacy. Knowledge is not individualistic but
resides in a community, and each individual places a unique construct on what wisdom has been
imparted (Bandura, 1986). Furthermore, Yosso (2005) described cultural wealth and outlined six
types of cultural wealth underrepresented individuals possess that could be explored. These
capital structures of community cultural wealth entail aspirational, familial, social, navigational,
40

resistance, and linguistic capital (Yosso, 2005). Black females possess significant cultural capital
through movement in different systems, displayed when finally attaining executive positions in
STEM corporations.
Combining the Bronfenbrenner framework and CHAT theory, depicted in Figure 5, a
new model emerges for understanding how a Black female can develop and attain an executive
position in STEM corporations.

Figure 5
Conceptual Model: Integration of CHAT and Bronfenbrenner

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Bronfenbrenner’s systems integrate into CHAT’s subject, object, tools, rules, community,
and division of labor to create a new system to propose a solution to the problem of practice.
Alfred et al. (2019) reported that understanding the personal strengths of Black females from a
psychological frame changes the discussion from a deficit-based mindset to a strength-based
contributor frame.
The authors further described a system where Women of Color are recognized for
contributions to organizational culture through competence, strengths, and enhancements to the
workforce culture. By utilizing the CHAT model and framework, tools are developed to change
activities (Jenlink, 2013) and thereby create the space for ascension. Cultural wealth is often an
overlooked factor when considering the tools for ascension and execution within a system. Every
demographic possesses cultural wealth but in different forms and execution behaviors. In
examining cultural wealth relative to Bronfenbrenner and CHAT’s framework, a new conceptual
design portrays how Black females have succeeded in STEM corporations. In the new design,
cultural wealth is used at the individual level to enhance and support a Black female’s experience
in daily environments, crossing every development system barrier and succeeded projecting
many leadership attributes. In addition, the research design delves deeper into the attributes of a
Black female’s cultural wealth and progression through STEM corporations.
Summary
Chapter Two provided a review of the literature, structuring it through the
Bronfenbrenner ecological systems’ framework, providing structure on a Black female’s
development in STEM corporations. The design aids in understanding the complexity of factors
impacting a Black female’s development. Bronfenbrenner’s framework is multidimensional,
beginning with the individual at its core and progressing through the four development cycles of
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microsystem, mesosystem, exosystem, and macrosystem, concluding with the fifth cycle of the
dimension of time, the chronosystem. The literature indicated Black females must overcome
elements of stereotype threat, identity threat, social role, self-perception, and self-efficacy to
achieve success. These elements develop cultural wealth maturing through the microsystem,
impacted by emotional toll and motivation elements, and the need for early exposure to other
Black females. Other systems affecting a Black female’s achievement include the mesosystem,
affected by stereotypes, microaggressions, a sense of belonging, and mentorship with
sponsorship. Black females must learn to maneuver through the concrete ceiling and
establishments of affirmative action, both found in the exosystem. Macrosystem impacts for a
Black female include intersectionality, the price paid for being Black and a female, and model
citizenship, the need to portray another demographic. Finally, the impacts of the caste system,
civil rights, feminism, and black feminism influence daily actions and experiences. Black
females must overcome these varying dimensions daily prior to attaining success within STEM
corporations.
The literature review then integrated the Bronfenbrenner framework with the CHAT
framework which provides a holistic understanding and method of discovery, exploring human
interaction through tools and artifacts (Hashim & Jones, 2007). The remainder of the research
focused on understanding the cultural wealth tool and application through a Black female’s lived
experiences. As Black females interact within these systems, they create cultural wealth and
tools to afford them, the subject, the ability to attain the object, achievements, and STEM
corporate successes. Companies must realize the value and unique attributes Black females
contribute to leadership roles based on a unique positionality and cultural wealth attributes.
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Chapter Three: Methodology
The research aimed to examine the lived experiences of successful Black females in
STEM executive positions and investigate the creation of cultural wealth attributes leading to
their success. The findings from the research unveiled success and cultural wealth factors,
allowing and providing the opportunity for other Black females to identify cultural wealth and
enabling STEM corporations to acknowledge the additive leadership attributes of Black females.
The chapter first introduces the research questions, providing a foundation for exploring
the rich data required to investigate the problem thoroughly. The chapter then provides an
overview of the design through the qualitative research methodology of the study, with insights
into the setting and researcher. Research participants are executive Black females who provided
insight into the cultural wealth knowledge. Data sampling was conducted through interviews and
analysis completed by synthesizing the information gathered. Credibility and trustworthiness are
critical aspects of qualitative research, established through utilizing the ideal participant with
transparency of response elements. As the researcher, I acknowledged potential knowledge
frames in designing the research. Finally, limits to the research included the sample size of
participants, and therefore insights do not extrapolate to the general population.
Research Questions
The following research questions guided the research:
1. How do specific personal and STEM leadership milestones impact a Black female’s
journey?
2. How do Black female executives in STEM navigate the complexities of
environmental factors of STEM careers?
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3. How do aspects of community cultural wealth impact Black female executives in
STEM, and what is their perceived impact on STEM corporations?
Method Design Overview
A transformative paradigm of inquiry investigates power, discrimination, and oppression
issues and provides a voice to a marginalized population (Creswell & Creswell, 2018). The
authors suggested this worldview advocates an action-oriented agenda for reform and provides a
united voice toward reform and change. The research design gave Black female voices power to
share cultural wealth and knowledge with others. The executive Black females may have
benefited from sharing views and providing cultural wealth to the next generation of executive
Black females. Consequently, STEM corporations will glean the additive value the Black female
executive contribute to the organization as leaders.
A qualitative design method provides the optimum methodology for gathering the data
required to answer the research inquiry. Qualitative research depends on using words as data,
with the premise of understanding human experiences through words. The qualitative design
explores the meaning, understanding, and processes of the research focus (Merriam & Tisdell,
2016). Qualitative inquiry provides a view of participants’ worlds and personal meanings
(Johnson & Christensen, 2017). The research design explored the framework by understanding
participants’ experiences, conducted through descriptive data collecting tools (Merriam &
Tisdell, 2016), and qualitative research can generate an understanding of holistic systems while
emphasizing the depth and details of underlying factors (Morgan, 2014). Three characteristics
were critical to the research strategy. First, the researcher was the primary instrument of data
collection and analysis. Second, the execution focused on the process, understanding, and
45

meaning. Third, the approach was inductive, with the final product being richly descriptive
(Merriam & Tisdell, 2016).
Participant Criterion
The criterion-based selected population of the investigation targeted Black female
executives in STEM corporations. Participants were chosen based on the increased likelihood of
experiencing the investigation requirements in the study, thereby offering the most significant
insight into the solutions. Appendix A captures and provides the rationale for the individuals
selected for the research population. Invitations to solicit research participation were dispersed
via multiple avenues. A list of potential participants from LinkedIn, The Links, Inc., and Jack
and Jill of America, Inc. were down selected utilizing the criteria of Black female executives in
STEM corporations.
Purposeful sampling was the first chosen method to identify and invite research
participants. Through purposive convenience sampling, the characteristics of the population were
defined to allow targeted sampling activities, thereby gaining the maximum critical information
to answer research questions (Johnson & Christensen, 2017). An electronically mailed invitation
provided an introductory note and described the research’s purpose (Appendix D). Black female
executives were invited to participate in the research based on possible accessibility and cost of
completing the interviews. Snowball sampling aided the second recruitment of Black female
STEM executives if a minimum of ten interviewees were not attained. Snowball sampling
provided the opportunity for each research participant in the study to identify other criteria
matching individuals for study participation. Fifteen Black female executives accepted the
invitation and interviewed for the research. Table 2 reflects the data collection method, aligning
with the respective research questions.
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Table 2
Methodology Data Sources
Research question Interview
1. How do specific STEM leadership milestones impact a Black female’s
journey?
X
2. How do Black female executives in STEM corporations navigate the
complexities of environmental factors of STEM careers?
X
3. How do aspects of community cultural wealth impact Black female
executives in STEM, and what is their perceived impact on STEM
corporations?
X

Data Source
The qualitative approach utilized interviews as the data collection instrument to produce
the richest data set to answer the specific research questions. Johnson and Christensen (2017)
described qualitative interviews as one of the best methods to obtain in-depth information about
the interviewee’s beliefs, knowledge, motivation, and emotions on a specific topic. The authors
outlined qualitative inquiry data collection as an in-depth inquiry through thick descriptions and
direct quotations from an individual’s perspective. Personal experiences were emphasized and
directed the research depth. Interviewing provided the richest data for the research questions,
allowing me to enter another’s views and share in the experience. During the interviews, the
participant and I actively participated in a discussion framed from the research questions. Semi-
structured interview protocols were executed, providing guidance and similarity to the
interview’s progress while allowing flexibility of the responder’s data capture and direction for
47

follow-up questions (Merriam & Tisdell, 2016). The research design aimed to gain maximum
information from the data source or participants in the study.
Qualitative Interviews
The qualitative interviews encompassed a semi-structured design, adhering to interview
protocol, where I conducted in-depth interviews from a guide of standard, identical open-ended
research questions for each interviewee. Interviews recount narratives that frame the human
experience and offer insight into unique experiences (Seidman, 2013). Interviewing allows each
individual a voice in the factors relevant to shaping beliefs and learned experiences in the larger
cultural context of the individual (Morgan, 2019). The exact wording and question sequencing is
determined, and the interviewer asks the same questions (Johnson & Christensen, 2017).
The interview protocol provided the structure for comparability of data elements during
the analysis phase of the research, reducing interviewer bias and facilitating the data’s
organization (Johnson & Christensen, 2017). Although standardization decreased flexibility and
limited the interview’s naturalness, the advantages surpassed the disadvantages of the logical,
comparative means of data analysis. All written questions were asked as documented in the
created interview procedure guide (Appendix C). Interviewees were chosen based on
positionality to provide the data required to understand the research element dynamics. All
participants in the research were either past or current successful Black female STEM executives
or in a STEM corporation.
Instrumentation
An interview guide assisted with framing the procedures and execution of the interview.
The interview questions, constructed to investigate the research questions, enabled the collection
of data (Appendix B). Merriam and Tisdell (2016) suggested that having fewer broader questions
48

enable the interviewer to listen to what the participants wish to share, leading to a potentially
richer interview contribution. I asked each participant ten to twelve interview questions,
capturing them via Zoom and audio recording with notes.
Interview Procedures
Black female executives, current and past executives in STEM corporations, were invited
via LinkedIn, The Links, Inc., and Jack and Jill of America, Inc. to participate in the
interviewees. Fifteen participants accepted the invitations, and I scheduled the interviews of
participants within a 6-week timeframe. The COVID-19 pandemic had significantly impacted the
ability to travel and conduct same room, face-to-face interviews. Digital capabilities, however,
provided the ability to meet interviewees from different locations virtually. I conducted one-on-
one sessions with each interviewee, allowing the ability to gain maximum connection and
interaction during the interview. Race is often a taboo topic in corporations, and the research
questions may uncover the possible negative impacts of race relations within various STEM
corporations.
The closed session provided the space for interviewees to remain comfortable in the
confidentiality of the discussion, and provided the opportunity for them to reflect outside of
group sharing. Participants were allowed to either approve or deny the recording of the sessions.
All fifteen participants permitted recording. Interviews were conducted via a digital platform,
with prior instructions suggesting participants be comfortable in the environment. Interviewees
agreed to 60-minute sessions via the Zoom platform, or audio if traveling, for interviews.
Interviews were video-recorded and audio-recorded, and handwritten notes were taken as a
tertiary measure if the technological equipment failed. I requested a quiet at-home setting to
49

allow deep thought and reflection and I opened with a welcome and allowed the interviewee to
share background and experiences for data collection.
The interview proceeded from the semi-structured interview protocol questions, with
dynamic correspondences led by the interviewee. Merriam and Tisdell (2016) posited that asking
the right questions and listening are the foundation for great interviews. Questions must be
worded and focused on clarity and understanding for the research participant (Merriam &
Tisdell, 2016). The open-ended questions focused on experience and value, or opinion and
values questions, which guided the participants to provide data directly related to the research
questions. Interviews lasted an average of 45 minutes in duration, ranging from 30 minutes to
120 minutes. Semi-structured interview questions (see Appendix B) helped guide the research
focus, but interviewees provided supplemental information as desired. Ending each research
interview, participants answered the most open question, the closing question, which asked, “Do
you have any final thoughts you wish to share?”
The interviewer must acknowledge the story’s construction formed through the data
capture and representation of that data to others (Merriam & Tisdell, 2016). The recordings
captured the video and audio interview, thereby providing me access to return to the interview
again for additional transcriptions and insights of the interviewee. I also captured real-time notes
via paper notes and transcript capture. At the interview’s conclusion, each participant received a
$15 Amazon gift card, thanking them for participating. After the interviews, I assessed the data
to understand if a saturation point had occurred to frame continuing or discontinuing further data
sample collections. Lincoln and Guba (1985) recommended that sampling be terminated if new
information is lacking from increasing the sample units, creating a redundancy effect.
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Interview Data Analysis and Findings
Data transcriptions from Zoom room interviews were captured and utilized in Atlas.ti, a
qualitative data analysis software. Research data collected was framed and analyzed from the
qualitative research method. The method recommends the analysis of data through interview
coding corresponding to the fit, understanding, generability, and control (Johnson & Christensen,
2017). Data analysis was conducted through the constant comparison method, where the
interviewer is repetitively learning through active listening to the participant, reflection, and
examination of data content. The constant comparison method allowed me to compare similar
events to distinguish between similar or different phenomena (Corbin & Strauss, 2008). As the
authors described, incidences in the data were compared with other instances generating
thorough analysis, highlighting similarities and differences through codes and themes.
Data analysis was also performed through open coding, the first stage in qualitative data
analysis, then axial and selective coding. Open coding first allowed me to read through the data,
naming and categorizing intrinsic elements as appearing (Ravitch & Carl, 2019). Labels were
created and applied as the first-level coding by summarizing a data segment. I created concept
labels such as ‘a role model providing insight’ or ‘impact of mentors’ when completing open
codes for further data analysis.
Next, axial coding, pattern coding, categorized concepts by recognizing frequent data
analysis themes. Axial coding further refined the code chunks from open coding into coding
categories (Ravitch & Carl, 2019). The data results and findings illustrated the concept where ‘a
role model providing insight’ and ‘impact of mentor’ labels, when connected and conceptualized,
translated into the axial coded concept of ‘mentors for Black female executives.’ Prominent
relationships emerged from the data during the axial coding execution phase.
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Finally, selective coding, the final coding stage, allowed me to complete analysis and
explain the phenomenon occurring in the data set. Data insights emerged, such as theme one of
research question one, highlighting relationships, specifically, Black female executives’
relationships through mentors and advocates and the impact on a Black female’s journey. Data
analysis concluded when theoretical saturation occurred, no new information emerged from the
data set, and holistic accounts of the phenomena such as these developed (Creswell & Creswell,
2018; Johnson & Christensen, 2017).
Categories and themes discovered through the data analysis and supported by quotes
from the interviews were used to organize the research findings (Merriam & Tisdell, 2016). The
authors reported that results should be explained and reinforced by data from participant
interviews and presented as evidence for the deductions. Discussions and critical insights derived
from the findings then supported the interpretation of results and conclusions generated to the
research questions. Participant data analysis emphasized the need for relationships through
mentorship and advocacy, development through early career experiences, and evolution through
the double bind tax. These key considerations provided findings and answers to research
question one: ‘how do specific personal and STEM leadership milestones impact a Black
female’s journey?’ The research inquired, ‘how do Black female executives in STEM navigate
the complexities of environmental factors of STEM careers?’
Data findings and coding revealed three key themes and categories, which are the
formation of resistant, navigational, aspirational, and linguistic capital. The third research
question inquired, ‘how do aspects of community cultural wealth impact Black female
executives in STEM, and what is their perceived impact on STEM corporations?’ The question
was answered by exploring the themes of leadership characteristics, unique perspective, and
52

cultural humility. Raw data provided the basis for particular descriptions integrated as quotes
from the participants. Quotes were interwoven and interpreted, generating general descriptions,
which were derived to become higher levels of abstraction as interpretive commentary (Bogdan
& Biklen, 2007; Merriam & Tisdell, 2016), contributing to the findings outlined in Chapter Four.
Credibility and Trustworthiness
Credibility, transferability, dependability, and confirmability provide necessary critical
elements for assessing a qualitative research study (Merriam & Tisdell, 2016). The study utilized
the ideal mix of Black female executives for accurate recounting of experiences, thereby
increasing credibility of its results. After the interviews, member checks reinforced credibility
through the review of the research data collected and documenting findings for accuracy.
Member checking determined the accuracy of the researcher’s captured data reflected from
thoughts. Respondent validation checks with the participants, and they provided feedback on the
accuracy of the data collected (Merriam & Tisdell, 2016).
I demonstrated dependability and the data’s stability through a solid research design,
which answered the proposed research questions (Ravitch & Carl, 2019). Additionally, I
captured and reflected the rich, thick descriptions and quotes, providing the reader an
understanding of the captured data as reflected. When study results are consistent with the data
collected, dependability is established (Merriam & Tisdell, 2016). Consistency increases for
studies through rigorous documentation of study protocol for other researchers to follow
(Creswell & Creswell, 2018). Code definitions were well documented, and potential shifting in
code processing was minimized. The researcher seeks input from the documented interviewees
into whether the protocol, data collection, and results provide truth to the expected results
(Merriam & Tisdell, 2016).
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Ethics
Ethical considerations are essential when involving human participants in research, and
an additional level of confidentiality ethics is introduced because of research execution through a
web-based tool. The ethical standards of the investigator play a critical role in the trustworthiness
of the data and the ‘do no harm’ implications of the research (Merriam & Tisdell, 2016). The
institutional review board provides guidelines and strict procedures for researching human
subjects, which are adhered to in the research. Before the interview, I requested informed
consent to allow the voluntary recording of interviews to permit increased data capture through
recording. The informed consent provided a timeline for data disposal for the interviewees, and
participation was voluntary for each participant.
Data was captured via the Zoom website and scheduled for disposal after 30 days. Data
captured through a local audio recording device was transferred to local storage space and
deleted from the cloud file upon completion. Participant confidentiality was established through
guarded data capturing methods and the deletion of names. An additional ethical consideration
appears when capturing data of the final storytelling of the participants. As the instrument of the
research, my role became the lens through which these stories are transcribed and reflected.
Accordingly, I provided the analysis to the interviewees to confirm the reflection of thoughts
through transcription.
The Researcher
Positionality frames the context of our worldview and influences our interactions with
others. Two salient identities impact my world view in the research: the identities of race as
Black and gender as female. On the intersecting axes of privilege, domination, and oppression,
these identities of Black and female are both oppressive positions (Pauly, 1996). Dominant
54

positions are socially constructed realities of power and privilege, whereas non-dominant
positions prescribe the lens of the oppressed. My first identity as Black frames my view of the
world as discriminatory, unforgiving, and opposing meritocratic values. McNamee and Miller
(2018) outlined the American Meritocracy as the belief that economic mobility is the product of
talent, effort, and achievement, not wealth or social class. The authors described the myth and
assessed the gap between the myths of talent, moral character, qualifications, human capital, and
attitude and the reality of the impacts.
My position as an oppressed population has found these factors infrequently generate
opportunities in the Black community. In addition to other Blacks, I possess good moral
character, strive to outperform, and maintain the right attitude, but the structural and institutional
frameworks impact achievement. Bonilla-Silva (2006) described the Color-Blind ideology,
which shapes my understanding of post Jimmy Crow society. The new racism promotes a
“blame the victim” mentality, where Blacks are victims of laziness and uneducated station -
factors that do not reflect reality. My positionality as Black frames my understanding of the
research.
My second identity of gender female frames my worldview from another oppressive
position. Females are stereotyped as softer humans, often placed in a position lacking power or
profit and loss (P&L) responsibility. The junction of both a female and Black provides the
unique dynamic of intersectionality. Again, Crenshaw (1989) framed intersectionality as the
intersection of two oppressive positions and representation to the world. Crenshaw’s research
focused on the intersectionality of the two salient identities, Blacks and females, and the impact
experienced by these two non-dominant positions. Intersectionality frames my position, where I
interact with others through a female and a Black individual lens. My position as a Black
55

individual dictates how others prescribe unconscious bias with thoughts of laziness, uneducated,
and wanting. My position as a female, situates me as less powerful, often found weak and
unworthy to make the difficult decisions required of a leader. Black females are often
continuously proving capability and worth, experiencing emotional toll in the corporate
environment. There is a positive to this challenge. Because of these positions, I can identify and
empathize with others who are likewise disadvantaged, such as my participants, who are Black
females.
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Chapter Four: Research Findings
The purpose of this qualitative inquiry research was to explore the executive Black
female’s lived experiences within STEM corporations and examine the cultural wealth attributes
aiding a Black female’s attainment of C-suite and executive positions. The research aimed to
understand barriers to equity towards Black females and explored the created cultural wealth
attributes that enabled their success. The research posited the cultural wealth of Black females,
positioning them to be exceptional corporate leaders, delivering value and leading through
resilience, emotional intelligence, and agility. Additionally, this research proposed to illuminate
these, and other cultural wealth attributes Black females possess to outperform in STEM
corporations, highlighting their additive value and generating an astounding necessity for
promotions into executive spaces. Bronfenbrenner’s framework illustrated the many theoretical
development milestones a Black female experiences while navigating pathways. These
experiences lay the foundation and create the knowledge to aim, maneuver, explore, execute, and
succeed in a Black female’s chosen path. The CHAT then framed an understanding of the
system’s connections and activities. System dynamics mediate each activity within a system, and
culture drives interactions between elements (Foot, 2014). The CHAT framework is used to
investigate Black females’ cultural wealth creation and interrelations, providing and highlighting
the additive values generated from Black female executives to STEM corporations.
The research questions that guided the research inquiry were as follows:
1. How do specific personal and STEM leadership milestones impact a Black female’s
journey?
2. How do Black female executives in STEM navigate the complexities of environmental
factors of STEM careers?
57

3. How do aspects of community cultural wealth impact Black female executives in
STEM, and what is their perceived impact on STEM corporations?
Chapter Four summarizes the findings of the research questions from investigating,
synthesizing, and reflecting on interviewee experiences as Black female executives in STEM
corporations. The design of the inquiry explored Black female executives’ milestones, navigation
of environmental factors, and the created cultural wealth from these experiences. The research
findings are organized by research question, exploring the central themes of participant
experiences and main themes emerging from the data. Chapter Four aims to illustrate the
research findings through participant lenses, focusing on central themes to answer the research
questions.
Research Participants
Qualitative inquiry design necessitates participants who provide the most in-depth
knowledge for the research questions (Merriam & Tisdell, 2016). Interviews were conducted
with 15 Black female executives currently leading a STEM corporation. Three females
represented the science discipline, five in technology, and seven in engineering. The task proved
challenging to identify Black females who were executives in mathematical corporations. Each
participant was chosen based on a Black ethnicity, woman identity, executive role, and STEM
discipline. Participants held various executive positions, from directors, senior directors, vice
presidents, and chief officers, providing a range of experiences across interview participants and
creating depth to research responses not otherwise gained in prior research. Table 3 reflects the
pseudonyms used to protect the identity of participants, and Figure 6 summarizes their
demographics.

58

Table 3
Executive Status and Discipline of Research Participants
Participant name Discipline Executive status
Tech1 Technology Senior vice president
Tech2 Technology Vice president
Tech3 Technology Senior director
Tech4 Technology Director
Tech5 Technology Director
Eng1 Engineering Senior vice president
Eng2 Engineering Senior vice president
Eng3 Engineering Senior director
Eng4 Engineering Vice president
Eng5 Engineering Senior director
Eng6 Engineering Director
Eng7 Engineering Director
Sci1 Science Senior vice president
Sci2 Science Senior vice president
Sci3 Science Senior Director

Figure 6
Demographics of Research Participants
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Frameworks and Literature Context Guiding the Interviews
The literature review conducted in Chapter Two of the research created central, common
themes emerging and pointing to main concepts that Black female executives may experience.
These concepts and research questions guided the research design and investigation. The
literature review, organized through Bronfenbrenner’s framework, identified several factors that
potentially impact a Black female executive’s development. Prior research indicated there are
multidimensional layers in a Black female’s navigation of microsystem, mesosytem, exosystem,
macrosystem, and chronosystem relationships, uncovered and explored in the literature review
and provided the underlying construct of research question one. When integrated with CHAT,
these layers are positioned into the divisional of labor, community, and rules for a system.
The interviewees described the environment towards Black females in STEM
corporations, the environmental factors that supported or hindered their achievements, and what
contributed to navigating a STEM corporation. These questions and others supported the data
required to address the three research questions. I was interested in the cultural wealth Black
females possess that allowed them to thrive as executives, contributing to STEM corporations
and careers. The inquiry opened the aperture of answers and provided the Black female
executive an avenue to share insights into the criticality of understanding how Black females are
positioned in STEM corporations and experiences there.
Research Question 1 aimed to uncover how these specific personal and STEM leadership
milestones impact a Black female’s journey. Research Question 1 unpacked the relationship
between the Black female experience in her environments and the effect of these experiences as
she ascends through their journey in STEM. Research Question 2 investigated a Black female
executive’s ability to navigate the complexities of environmental factors of STEM careers.
60

Research Question 2 laid the foundation for understanding the tools the Black female executives
developed to create their cultural wealth. Research Question 3 explored the tools Black female
executives have developed from navigating these complexities, the associated development of
cultural wealth, then the impact cultural wealth has on STEM corporations.
Black Female Personal and STEM Leadership Milestones
Research Question 1: How Do Specific Personal and STEM Leadership Milestones Impact
a Black Female’s Journey?
Participants were invited to share key events or milestones that molded them into today’s
leaders. Participants were also provided the opportunity to indicate vital learnings on their
journey to becoming Black female executives. Specific personal and STEM leadership
milestones create cultural wealth in Black females. These questions prompted participants to
reflect and provide the opportunity to indicate major influences impacting their journey. Three
central themes emerged from the interviews: relationships, development, and evolution.
Additionally, several subthemes supported the critical ideas of change and learning of the Black
female executives. Table 4 provides a synopsis of Research Question 1, Theme 1 findings,
uncovered through interview data analysis.
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Table 4
Research Question 1 Results and Findings: Theme 1
Theme 1: Relationships
through mentorship and advocacy
Key findings
Subtheme 1: Mentorship Offered support
Provided feedback and direction
Gave insightful advice
Opened the opportunity for authenticity

Subtheme 2: Advocacy

Provided networking opportunities
Acted as champions
Opened special assignment roles
Found value in Black female executives when
others did not

Note. The research questions’ results and findings were coded into three themes as described in
this table and multiple subthemes. Subthemes were deconstructed and provided additional
elements for the constructed themes.

Theme 1: Relationships Through Mentorship and Advocacy
The fifteen participants highlighted the impact of relationship building, finding support,
and attaining success through mentorship and sponsorship relationships in STEM corporations.
Participants identified mentors as critical co-decision makers, impacting a Black female’s insight
and providing feedback in navigating STEM corporations. Eng7, like other participants, shared
how fortunate it was to find a leader willing to offer critical insights and advice early along the
journey. Developing specific relationships on the Black female executives’ STEM corporation
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journey impacted the Black female executive participant’s ability to succeed and emerged as the
central theme from the data.
Subtheme 1: Mentorship.
Mentors played a notable factor as participants shared pivotal experiences and
milestones, such as recognition of talent, providing opportunities, and leadership support within
their journey. More than ten participants emphasized mentorship relationships as a critical
milestone for Black female executives. Mentors provide feedback and direction for corporate
teammates and the Black female executives in STEM corporations. During interviews, there
were several instances where Black female executives shared the support mentors offered at the
beginning of their career and through their execution. Tech4, Eng4, and Eng5 shared their
feeling of being fortunate early in their careers to have great mentors who offered supportive,
insightful advice when asked.
Furthermore, mentors provided advice on career opportunities offered to them. Tech3
shared that her mentor was constructive in feedback when challenged, which helped shape her
development. Both Tech3 and Eng6 further explained that mentors were an avenue to have
honest conversations to discuss challenges faced as a Black female executive. Eng6 explained
her mentor gave her permission to be authentic, which changed how she approached her
execution. Participants indicated a trusting relationship was critical when developing mentorship
relationships. These relationships gave the interviewees the support required and the opportunity
to explore thoughts when needed. One exemplar of the impact of a mentor relationship in a
Black female executive’s life is shared. Eng2 stated:
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I think one of the major milestones was to have a mentor to tell me that he believed I had
what it took to become [xyz], and then he mentored me … giving me that gift, but clearly
saw something in me that I didn’t see in myself.
Mentorship relationships were often formed through networking in the corporation.
Networking provided an essential avenue for Black female executives to discover and build vital
relationships for development. Tech4, Tech3, and Eng6 found very early in their careers that
meritocracy was an illusion and often did not translate to success in corporate America. Eng1
explained that beyond meritocracy, success depended on the individual’s network and
guaranteeing when the next opportunity arose, the higher presidents had exposure to the
individual. Tech3 reaffirmed this knowledge by stating an individual never knew when a job
opportunity would arise, and having a mentorship relationship was vital to being chosen. Two
participants, both vice presidents, shared an observation not shared by other participants. Eng2
and Eng4 highlighted their networking relationships outside of the STEM corporation. In these
relationships, both underscored the impact networks outside of their immediate corporation
provided a greater insight into helping gain success within their corporation.
Subtheme 2: Sponsorship and Advocacy.
A common theme in interview responses illustrated the impact of sponsors or advocates
on a Black female executive’s journey. Nine Black female executives shared that having
sponsors were critical and their presence, advocating for them, providing networking
opportunities within the company, and acting as champions was a milestone and impacted their
ability to succeed. Tech3, Tech2, and Sci1 shared the advocate relationships, where advocates
campaigned for them in higher-level discussions in the organization, where they were absent.
Eng2 reiterated this idea, stating that “you’re not going to be in the room, you cannot advocate
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for yourself, so someone else has to be willing to step up and say, Eng2, I know her, and she
does fabulous work.” An advocate provided sponsorship for Black female executives, and they
recognized the significant impact an advocate’s presence had as a milestone on their journey.
Sci1 appreciated her sponsors and advocates who would champion her cause, introduced her to
other leaders, and provided those special assignment roles required to succeed.
Additionally, sponsors and advocates provided Black female executives the opportunity
to demonstrate their talents through various assignments with the organization. Notably, of the
seven engineering participants interviewed, five indicated one of the milestones that impacted
their success journey was an individual within the STEM corporation noticing their abilities and
taking a chance on their success. Eng1, Eng2, Eng3, Eng6, and Eng7 emphasized the impact of
an advocate recognizing their talents and providing opportunities through special assignments,
hiring, access, and nudging into leadership as critical milestones to their journey. Eng6 reflected:
And the one thing that shaped my trajectory into formal leadership in the company was
that I was asked to do it. And [they] told me, “you are ready, you have this skill, you’re
more capable than you give yourself credit, you’re an excellent leader, and you’ve been
leading your entire career.”
Some interviewees noted advocacy on occasion evolved into a Catch-22, where
advocates could become threatened through the growth of a Black female in the corporation.
Tech4 shared a story when a sponsor felt threatened by her development, rendering delayed
growth. The phenomenon was termed ‘pet to threat,’ and Eng7, Tech2, and Eng2 confirmed the
idea of pet to threat in development. Black females should recognize this possible double-
barreled growth through advocacy and understand the intricacies of relationships they build in a
STEM corporation. Tech4 further communicated the phenomena of ‘pet to threat:’
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It’s a pyramid, right, and there are fewer opportunities when you get towards the top. I
could see a noticeable difference in terms of sponsorship level as my experience
increased. It felt more like I was the competition versus somebody they wanted to bring
along.
Research results indicated that mentorship and advocacy relationships, specific personal
and STEM leadership milestones, significantly impacted a Black female executive’s journey in
STEM corporations. Mentors and advocates provided the Black female executives with
feedback, direction, support, and insightful advice. Sponsors and advocates provided networking
opportunities, acted as champions, and found value in Black females when others did not.
Theme 2: Development Through Early Career Experiences
Early career experiences, including leading across an organization, play a critical role in a
Black female executive’s journey through STEM corporations. Engineering and technology
participants referenced their experience in a rotational program at the onset of their career, a
large project interrelated to many organizations, or a macro program impacting multiple
stakeholders. Tech2, Tech4, Eng1, Eng3, Eng6, and Eng7 reflected on their development and
growth from these early career experiences to how the organization works and the insight to
understanding corporate personalities. Eng7 shared, “And I got to learn theory on what it was
like to work in tech and how to navigate, deal with people, [and] how to understand different
personalities” and Eng6 reaffirmed the reality: “And so I got to see 12 different personalities and
leadership styles, all in one room trying to make decisions. That was really beneficial to me
because, again, these are the top leaders in the company.” Table 5 summarizes Research
Question 1, theme 2’s findings, revealed through interview data analysis.

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Table 5
Research Question 1 Results and Findings: Theme 2
Theme 2: Development
through early career experiences
Key findings
Development

Large organizational management
opportunities
Multiple stakeholder engagement
Corporate politics insights
Value stream execution

The interview discussions illuminated how the Black female executives in engineering
and technology understood their early ability to lead across the organization as a critical
milestone in their STEM journey. This exposure to multi-stakeholder needs and impact
influenced their early understanding of how best to collaborate with multi-stakeholders in
execution. Tech2 emphasized that understanding the organization outside one’s normal purview
provided vital insights into value creation and execution needs. These opportunities also
influenced how the Black female executives viewed themselves and partnerships within the
corporation.
Comparatively, science participants did not note early exposure to organizational
dynamics or the opportunity to lead across the organization as a critical contributing milestone.
Comparative analysis discovered that science participants highlighted the ability to focus on
continuous learning and growth as a vital milestone that impacted their journey in STEM
corporations. Sci3 discussed her continuous need to learn and understand each stakeholder
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dynamic as a contributing factor and impact on her journey, and Sci2 discussed her long-term
career goals and the continuous learning influence as a requirement to attain those goals.
Research findings indicate that early development opportunities and continuous learning
impact these Black female executives’ journey to learn and develop across the organization.
Black female executives utilized all career experiences to learn and expand, ultimately affecting
their development and evolution. Table 6 recaps Research Question 1, theme 3’s discoveries
based on interview data.

Table 6
Research Question 1 Results and Findings: Theme 3
Theme 3: Evolution
through the double bind tax
Key findings
Subtheme 1: Intersectionality Social structure impact
‘Diversity’ hire and stigmatization
Subtheme 2: ‘The only’ Only representation as a Black individual or
Black female
Isolation from others
Adaptation to being singular
Subthemes 3: Undervalued Often overqualified for positions
Overlooked as leaders by teammates

Subtheme 4: Construct of self-assurance Character development for Black females
Acceptance of self and acceptance of
uniqueness

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Theme 3: Evolution Through the Double Bind Tax
Intersectionality, or the double bind tax, influenced the Black female executives’ journey.
Black females encounter unique experiences from the impact of status as a minoritized in gender
and race. Interviewees were invited to share their experiences within STEM corporations and key
learnings that have helped shape their journey as leaders. Other associated notable findings
indicated Black female participants were often ‘the only’ within environments, and Black female
executives were often underestimated in their abilities. Systemic racism impacted development,
explicitly and implicitly noted in the interviews. Therefore, a key finding and a theme
highlighted the Black female executive’s evolution through the environment, eventually creating
a strong sense of self-assurance as individuals.
Subtheme 1: Intersectionality.
Intersectionality describes the reality of possessing two or more minoritized statuses
(Crenshaw, 1989). The intersection of a Black minoritized and a women gender, the double bind
tax, impacts Black females in STEM spaces. Tech1, Eng1, Eng2, Eng3, Eng5, Eng6, Eng7, Sci1,
and Sci3 provided insight into the work dynamics of intersectionality as it affected their journey.
Tech1 acknowledged the social structures in existence before she entered the workplace. These
environmental factors provided access to leadership for a select few in the organization and acted
as a barrier to progression for others. Sci3, Eng1, Eng2, and Eng3 re-emphasized this reality of
structural systems in place, whether overt or otherwise. Eng4 provided insight into the
multidimensional elements affecting race and gender, highlighting that when someone thinks of
women in the workplace, they subconsciously think of a White woman, often not providing
diversity benefits to women of color. Contradictorily, Black females are often seen as the
‘diversity’ hire to White females, as Eng6 provided insight into a conversation with her coworker
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when her co-worker stated she was only hired as a ‘diversity’ candidate. In this regard, and
several other shared instances, Black females are first observed as Black, often not a woman, or
considered a Black woman and disregarded from either division of ethnicity and gender.
Intersectionality led to the Black female executive participants’ experience as ‘the only’ in
personal and STEM milestones.
Subtheme 2: ‘The Only’
Participants experienced the feeling of isolation as the only representative of Blacks and
Black females in their environments. ‘The only’ scenarios originated from young elementary
school age, high school, college science classes, and the workplace. Additionally, participants
identified experiences of ‘the only’ which has initiated characteristics of assimilation and self-
resilience, critical for a Black female’s survival in a STEM corporation. Eng7 noted that she
remains the only one in certain circumstances and has had to navigate and insert herself into
conversations. Eng5 shared a similar experience where she attended networking events and
walked into the room feeling isolated; there were up to 95% Whites in the room.
The experience of being ‘the only’ was not remote to Engineers but traced to science and
technology fields. Sci1 found from childhood, she was separated into the gifted and talented
classes and was ‘the only’ in classes through grade school and beyond. She discovered, “either
you learned to adapt and chill, or you’d be miserable.” Tech1 reemphasized this feeling as the
only Black female navigating the education system and the corporate world. Sci2 has endeavored
always to be authentic and genuine because she may be ‘the only’ others may encounter and
have an entire conversation. Black female executive participant’s specific personal and STEM
leadership milestone of ‘the only’ impacted evolution through STEM spaces.

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Subtheme 3: Undervalued
Black female executives expressed being underestimated and undervalued while
executing in STEM corporate environments. Tech4 shared, “you know, in STEM companies,
they say you technically don’t have to have a degree. I have yet to meet a Black female who
doesn’t have a Master’s degree. Not only just an undergraduate but a Master’s degree.”
Additionally, Eng7 noted:
No one ever thinks you’re the one that’s leading, and you’re constantly trying to build
respect amongst your peers. You walk into the room, and then someone else walks in,
and they think that the White male who walks in behind you leads the meeting.
Tech4 and Eng7’s observations provided insight into other Black females’ awareness of
value, also expressed through participant interviews. These scenarios illustrated the Black female
executives’ ironic position of overqualification for many positions yet undervalued in corporate
execution. Scenarios ranged from participants treated as secretaries, as expressed by Eng1, to a
lack of belief in capabilities, shared by Sci1, to differences in expectations, expressed by Eng4.
Black female executives articulated frustration when encountering areas that lacked a true
diversity and inclusion mindset. Facing these scenarios also decreased the ability of Black
females to bring their whole selves to work, with the constant need to continuously prove their
worth before the inclusion to share their ideas. Eng5 felt excluded from participating in critical
discussions, expressing similar experiences to other Black female executive participants.
Subtheme 4: Construct of Self-Assurance
Identical across all Black female participants was their character development and
evolution into self-assurance. Despite the obstacles of intersectionality, ‘the only,’ and being
undervalued on their journey, Black female executives cultivated the strength to believe in
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themselves and sometimes utilized these barriers as motivation to succeed. Eng5 began the self-
reflection by noting that Black females are unique and will battle not to compromise themselves
in a corporate world, recognizing Black females will need to teach others how to become more
accepting. Tech3 further highlighted the uniqueness of being a Black female in a STEM
corporation and intentionally not comparing herself to others, recognizing she will be and
partake differently from the majority population, but that it was okay.
Multiple Black females recognized their presentation to the majority population formed
an impression and impacted their journey. All evolved to accept this unique state, and the
milestones cultivate strength of self-assurance without compromising careers. Eng1, Eng6, and
Sci3 shared a mental philosophy of rejection when judged, stating, “they don’t know me, and
they have no idea who I am. I refuse to let anyone like this regarding or make me feel less” by
Eng1. And “I am very proud of being Black. I am very happy with who I am, and I think that
comes through. And I have my style, while it’s no different from many Black women, it’s
different from the people with whom I’m often in the same room.” by Eng6. Finally, Sci3
reaffirmed, “you have to know who you are because people will tell you what they believe. You
have to know who you are. When you don’t know who you are, people are never going to
believe you.”
Definition of self constructed a brand for Black female executives and is often the
coaching they reinforce when interacting with aspiring Black females. Tech4 and Eng3 described
branding and advocating for oneself in STEM corporations. Tech4 noted the need for a Black
female to be very clear of the brand they created and wore when interacting with others. She
emphasized that every time an individual gets the opportunity to be visible, it creates the
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opportunity to build her brand. Eng3 endeared Black females to be their advocates and clearly
articulate what they contribute to the table.
Research Question 1 investigated how specific personal and STEM leadership milestones
impact a Black female’s journey. Three themes emerged from the research investigation.
Research findings indicated relationships through mentorship and advocacy, development
through early career opportunities, and the evolution through the double bind tax of
intersectionality impacted the Black female executive participants’ journey in STEM
corporations. The milestones of mentorship and sponsorship offered support to Black female
executives during progression through STEM spaces, often performing as champions to Black
females and advocates offering development opportunities unavailable otherwise. Development
through early career opportunities opened the aperture for the Black female participants’
understanding of organizational execution and culture and accelerated learning of corporate
interactions. Finally, the evolution of the participants through the double bind tax of
intersectionality, ‘the only,’ and undervalued created Black females’ self-assurance through
branding and execution.
Navigating the Complexities of STEM Environments
Research Question 2: How Do Black Female Executives in STEM Navigate the
Complexities of Environmental Factors of STEM careers?
Cultural wealth is cultivated through environmental interactions as Black females
navigate the multilayered environmental complexities of their world. Navigating any unchartered
environment can be complex as a normal undertaking, and navigating an essentially different
environment for the participants can be intimidating. Three cultural wealth tools emerged as
central themes for navigating STEM careers. The themes of resistant capital, navigational and
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aspirational capital, and linguistic capital are created as Black females drive execution, develop
resilience, and increase communication in their navigation of STEM spaces. The findings
supporting the three themes, summarized in Tables 7, 8, and 9, are explored and shared through
participants’ lenses and interview data.
Theme 1: Resistance Capital
Table 7 summarizes Research Question 2’s theme 1 and its subthemes revealed through
data analysis. Internal resilience and enjoyment of challenging situations emerged as a salient
aspect of Black female executive participants in STEM corporations. Resistant capital is the
creation of the skills and knowledge used to resist inequality and still succeed (Yosso, 2005). All
15 participants shared examples of the enjoyment of challenges, which allowed them to
overcome potential barriers with their resilient, determined mindset.

Table 7
Research Question 2 Results and Findings: Theme 1
Theme 1: Resistant capital Key findings
Subtheme 1: Enjoyment of challenges Willing to take the challenging opportunities
Competitive spirit
Determined to prove ability

Subtheme 2: Resilience Internal strength to respond
Stubborn
Perseverance and hard work

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Subtheme 1: Enjoyment of Challenges
Eleven Black female executives expressed a love of challenges in activities from an early
age. Tech4 conveyed that she “knew it was going to be hard, but knew she would do it anyway,”
and Eng1 expressed how she was “willing to take opportunities that a lot of people didn’t want to
take.” Participants also described an internal competitive spirit when encountering a new space
and challenge. Eng7 expressed, with excitement, a significant challenge she overcame, which
created the spark for another great activity. Eng7 shared, “and it challenged me in a way that
allowed me to grow to another level and gave me that spark and excitement.” Sci1 echoed an
identical competitive spirit and drive, sharing her laser focus on excellence and enjoyment of
challenges. Black female executives developed the determination to prove their ability in
adversity. Not only was there a drive to prove oneself, there existed an internal drive to succeed
as a Black female, as expressed by Sci3, who shared, “because you said I couldn’t, I want to
prove to you that I can and prove to myself that I can do it. No matter what you say about me.”
Many other Black female executives repeated identical notes of triumph over obstacles as they
pushed themselves to success. These factors expressed an underlying mental attitude of Black
female executives that assist in mindset when encountering challenges in the business
environment.
One salient application of this mindset was demonstrated when participants were asked,
‘What environmental factors, if any, do you think most hindered your progress towards
achievement?’ At least ten participants changed the word ‘hindered' in the question, shifting the
mental state of the question to the challenge of ‘What environmental factors, if any, do you think
presented a challenge to your progress to your achievement?’ The subtle shift in wording enabled
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a positive mindset shift, allowing these females to reduce the obstacle to an activity that could be
overcome.
Subtheme 2: Resilience
Accompanying an enjoyment of challenges is the emergent theme of resilience. Black
females have built an internal strength in response to their environmental factors. Nine
participants shared the characteristics of determination during the interviews, and several others
displayed the characteristic through demonstrations of “not giving up.” Resilience, ‘the capacity
to recover quickly from difficulties’ (Merriam-Webster, n.d.), generated in these Black females
the ability to navigate a STEM corporate environment, even when the odds were not permissive
to their success. At least seven interviewees shared the word “stubborn” or “resilient.” Eng1 and
Eng3 explicitly accounted for their stubborn demeanor. Eng7 shared a story where she
demonstrated the need to “put my big girl pants back on and do it again,” presenting a resilient
mindset to her task. Tech2 stated determination in execution, as reaffirmed by Sci1, who stated
being “the best” required perseverance and hard work. Sci2 and Sci3 thought being resilient,
persistent, and resourceful required removing perceived internal limits. Resilience played a
critical factor in a Black female’s development of resistant capital.
Research findings illustrate that Black female executive participants in STEM
corporations navigate the complexities of environmental factors by cultivating the cultural
wealth of resistance capital. Resistant capital exhibited through the enjoyment of challenges and
resilience enables these Black female executives to take on tough challenges and build internal
strength for execution in STEM corporations.

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Theme 2: Navigational and Aspirational Capital
Leadership, as a concept, has various traits, but central to the term leader is the
knowledge that effective leaders drive execution and deliver results even with perceived barriers
(Northouse, 2019). Yosso (2205) defines navigation capital as the ability to maneuver systems
that historically did not support communities of color through persistence and determination.
Aspirational capital is the ability to main hopes and dreams of the future even when faced with
perceived barriers (Yosso, 2005). All 15 Black female executives communicated experiences
where they encountered hostile environments, were perceived as a threat, assumed not to be the
leader, and multiple other barriers to ascension. Although these events transpired at a significant
frequency, Black female executive participants developed navigational and aspirational capital,
focused and delivered on the need to drive business results. Table 8 summarizes the key theme
and subthemes identified through interview data analysis.

Table 8
Research Question 2 Results and Findings: Theme 2
Theme 2: Navigational and aspirational capital Key findings
Subtheme 1: Focused and driven execution Need to deliver business results
Focus on excellence
No concept of failure
Subtheme 2: Naïve optimism Focus on the positives in the
environment
The future is clear

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Subtheme 1: Focused and Determined Execution
Thirteen participants representing every sector reinforced the necessity to deliver
business results despite the daily challenges or barriers. One executive in engineering stated, “I
was extremely driven and motivated to deliver when I otherwise would fail,” highlighting the
ability to maintain persistence and determination regardless of barriers to success. Another
participant in technology reinforced the need “to put in the effort to succeed.” Expanding the
thought, an executive in science shared, “As a leader, I have a high focus on excellence and am
results oriented.” Many of the participants shared their high work ethics and drive to deliver
business results amongst daily barriers. Eng5 reported, “I don’t like to fail. If I say I’m going to
do something, I like to get it done.” While Tech3 reinforced, “the important thing was to finish
the race.” The participant’s collective experiences highlight the cultivation of navigational
cultural wealth and the execution capabilities of Black female executives as they deliver despite
their challenges. Navigational and aspirational capital was reflected continuously through
interview dialogue, as clearly reflected in Tech1’s statement:
I’m going to break the glass ceiling. I’m going to overcome. I’m going to create a path.
[If] the door closes, I’m going to find the window. Like there’s something within us. If
there’s a barrier, I’ll go around it; I’ll jump over it; I’ll go under it.
Subtheme 2: Naïve Optimism
Four Black female participants, three of which were senior vice presidents, highlighted
naïve optimism and a central theme emerged as an underlying characteristic possessed in
aspirational capital. Although most Black female executives did not identify this characteristic in
the interviews, the intrigue of the finding was two-fold. Naïve optimism was central to the
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technology industry, and senior vice presidents often exemplified the internal behavior. Tech1
and Tech4 both referred to themselves as optimists. Eng1 defined naïve optimism:
It is naïve optimism, where I really do believe that people mean well and have positive
intent. I would not let the negative things shape how I was going to move or how I was
going to interact.
Naïve optimism introduces the idea that some Black female executives consciously
choose to ignore the negative environment and choose to live in an optimistic mindset despite the
known barriers, cultivating aspirational capital for themselves. Black female executive
participants in STEM corporations navigated the complexities of environmental factors through
navigational and aspirational capital, with the mindset to always execute and deliver business
results while maintaining a positive view of future outcomes.
Theme 3: Linguistic Capital
Linguistic capital is created by experiences and everyday linguistic exchanges, shaping
your intellectual and social skills (Bourdieu, 1991). Two critical prerequisites to business results
are strong communication skills and business acumen for execution (Harrison, 2017). Every
Black female participant expressed both concepts in navigating and executing in a STEM
corporation. Table 9 captures Research Question’s 2, third theme and subthemes structured on
interview data analysis.

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Table 9
Research Question 2 Results and Findings: Theme 3
Theme 3: Linguistic capital Key findings
Subtheme 1: Business acumen Understand business execution
Value proposition
Increased financial gains
Subtheme 2: Communication ability Translation of strategic intent
Articulate fundamentals and intent through
the company’s ranks up to leadership and
to employees

Subtheme 1: Business Acumen
Great leaders must understand business execution and the language of business to deliver
key results consistently. All 15 participants highlighted their knowledge of business linguistic
acumen and ability. The participants shared experiences underscoring the requirement to
understand the business to be successful in navigation and preparation for current assignments
and navigation for continued growth. Eng1 reported a need to understand the business and the
opportunity areas for execution to enable success. The majority of the participants highlighted
how their business knowledge allowed them to provide value where others had failed. Tech4
conveyed her company’s appreciation of her business experience and its impact on exploring
specific product markets. Eng7 noted that college experiences were a foundation for theoretical
knowledge, but real-world experiences were the testing ground for building business knowledge
and execution strength. Many of the participants communicated the business reality of profit-
driving activities and their knowledge to increase financial gain. Tech5 highlighted her ability to
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solve problems and her business acumen as crucial contributors to her success in navigating a
STEM corporation.
Subtheme 2: Communication Ability
Communication is critical for leadership (Northouse, 2019). More than ten Black female
participants highlighted solid communication skills to navigate and excel in a STEM corporation.
Black female executives reiterated story-telling as a critical ability to share leadership vision and
the employees under their jurisdiction. Tech4 highlighted her storytelling ability as a vital tool in
her leadership toolbox. Tech4 shared, “the more I can tell the story, I can get people to see
themselves in the opportunity.” The translation of strategic intent must occur from the
organization’s leadership, and Tech5 highlighted the ability to execute the requirement as part of
her repertoire.
Eng1 observed that as a leader, one of the most critical jobs required is communication
and the ability to articulate up to the highest leaders while still communicating to peers and
teammates. Sci1 and Eng4 both reemphasized this skill set needed to “engage different people
differently” as an effective leader. Other Black female executive leaders paid particular attention
to communication as differentiating factor between them and peers within the company’s
leadership exosystem. Black female leaders demonstrated the ability to clearly articulate the
fundamental differential differences in execution or navigating vital conversations to secure the
optimal outcome, as shared by Eng3 and Eng5. Communication is vital to business execution,
and Black female executives demonstrated their linguistic capital to succeed.
Research findings indicated Black female executive participants navigated STEM
corporations by utilizing their specific cultural wealth as exhibited through resistant,
navigational, aspirational, and linguistic capital. Black female executives used resistance capital
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when encountering tough challenges and cultivated internal strength for execution. Navigational
and aspirational capital generated a hope mindset for future positive outcomes in performance
while executing with determination. Linguistic capital enabled Black female executives’ use of
business acumen to execute. Additionally, the linguistic capital of communication underlies
Black female navigation at every tier level while gaining leadership buy-in and sharing
leadership vision.
Black Female Community Cultural Wealth
Research Question 3: How Do Aspects of Community Cultural Wealth Impact Black
Female Executives in STEM, and What Is the Perceived Impact on STEM Corporations?
Yosso (2005) defines cultural wealth as the knowledge and capital gained through
experiences and knowledge sharing. Black female executives were invited to share their
leadership journey through multi-dimensional environmental factors such as chilly environments,
undervalued and overqualified positions, intersectionality experiences, and many more
influences. Aspects of community cultural wealth emerged through experiences, and the
perceived impact of the Black female executive’s cultural wealth on STEM corporations is
cataloged. Several themes emerged from the data. Specific leadership characteristics such as
authentic and empathetic leadership traits were evident in the Black female executives and
captured in Table 10. The second theme of value to STEM corporations was the Black female
executives’ unique perspective in execution because of cultural wealth. The third and final theme
emerging from the data introduces Black female executives’ cultural humility due to their
positionality and cultural wealth.

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Table 10
Research Question 3 Results and Findings: Theme 1
Theme 1: Leadership characteristics Key findings
Subtheme 1: Authentic leadership Keeping true to their core characteristics
Building trust through authentic
interactions
Followers believed in authentic leaders.

Subtheme 2: Empathetic and servant leadership Listened with an empathetic ear
Supported through compassion
Developed followers

Theme 1: Leadership Characteristics
Leaders are formed through the various experiences encountered along the journey to
leadership. Several characteristics define a leader, but critical to the core of leadership is
connecting with teams and creating followers. Two subthemes, authentic and empathetic or
servant leadership traits, manifested in the data as Black females responded to questions
requesting key characteristics of them as a leader and the tools most often used in their
leadership toolkit. These questions, amongst others, were insightful to the leadership
characteristics displayed in the Black female executives.
Subtheme 1: Authentic Leader
Authentic leadership can manifest in multiple demonstrations, and at its root lies the
essence of being true to oneself. Authentic leadership manifested itself repeatedly through the
Black female executive interviews with more than ten Black female executives, highlighting an
experience of keeping true to themselves and remaining authentic in who they were. Sci2 shared
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that because she was authentic, she engaged with people and audiences others found challenging
and believed this was based on the ability for others to trust her for her authentic root. Sci1
shared that her favorite tool in execution was authenticity, and Sci3 provided additional insight
with an equivalent thought, adding when an individual doesn’t know who they are, followers
won’t believe the leader, and the leader is unable to lead effectively.
Authentic leadership traits appeared across all divisions within STEM corporations.
Several critical phrases highlighted how Black female leaders thought it necessary to not
compromise on their values, express their true selves, the impact of being authentic as a leader,
and their ability to execute. Eng1 re-emphasized this phenomenon by stating, “when [I] say this
is what we’re doing, I need them to believe me, and I need to believe it, but I’m not even going
to say if it’s not true.” Eng1 displayed a deep connection with followers based on their belief in
her and her words. Tech4 knew she remained authentic due to her internal compass and morals
and maintained her peace of mind. Black female executives connected with followers and
employees because of their authentic leadership style in execution.
Although authentic leadership emerged as a prominent theme in the data findings, some
Black female executives wondered if it negatively influenced the ability to ascend in STEM
corporations. Assimilation was the alternative to authentic leadership, where Black female
executives were required to act and appear similar to the majority population. Eng5 explained the
requirement to be uncomfortable or unnatural to present herself in a way others won’t judge her,
stating, “you have to be a chameleon of sorts.” Other participants shared similar requirements
where there was a constant need to assimilate to make others comfortable.

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Subtheme 2: Empathetic and Servant Leadership
Empathetic and servant leadership are rooted in leading through caring deeply about the
leader’s teammates and positioning followers first. Northouse (2019) describes servant
leadership as leaders who are attentive to the concerns of their followers, empathize with, and
support followers. The research found that 14 Black female executives exemplified aspects of
empathetic leadership traits as STEM executives. The Black female executives listened with an
empathetic ear, nurtured their employees, and supported through compassion, thereby connecting
with employees for positive outcomes. Sci3 highlighted the connection to employees, affirming,
“people want to know you care about it, and to show compassion, understand that you care about
them, as a person.” Other Black female executive participants highlighted leading others through
their hearts and supporting teammates. Eng3 confirmed, “what’s important is not what I have,
but how what I have can support what somebody else needs,” demonstrating a Black female’s
ability to provide support and understanding and provide the leadership requirements of
employees first to teammates.
The Black female executive participants understood the value of listening and
contributing to a STEM corporation as empathetic leaders. Eng7 re-emphasized STEM company
values as promoting those leaders who were willing to listen, understand, and be compassionate.
Tech4 stressed her leadership philosophy: “if serving is beneath you, leadership is beyond you.”
Eng6 underscored many Black female executives’ humility when sharing views on leadership
and team followers. Eng6 noted:
Understanding again that I’m not above anybody, no matter what my pay grade says. I’m
just not above helping in being part of the team and understand that there are factors
sometimes out of our control. So, I try to be compassionate.
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Research findings indicate that community cultural wealth impacts Black female
executive participants in STEM corporations through their leadership attributes and values. The
Black female executives exhibited authentic and empathetic leadership attributes critical to
current and future STEM corporations. Authentic and empathetic leaders share a genuine passion
for teammates, offering listening ears and compassionate hearts, which are vital to company
execution and results.
Theme 2: Unique Perspective
Black female executive participants offered exclusive perspectives through unique
insights based on positionality. A Black female executive’s positionality of Black ethnicity,
gender female, and life experiences provided additional dimensions and solutions to STEM
corporations. Twelve participants representing all three divisions described scenarios where their
presence at the decision-making table led to different outcomes based on their Black female
executives’ unique perspectives, contributing to the discussion and decision. Table 11 highlights
theme two’s emerging subthemes found through interview data analysis and synthesis.

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Table 11
Research Question 3 Results and Findings: Theme 2
Theme 2: Unique perspective Key findings
Subtheme 1: Product sales Unique perspectives leading to product
sales
New product offerings
Unique insights into market

Subtheme 2: Problem solving and diverse
contributions
Contribution to innovation
Unique cultural identity and thoughts
Well versed in problem-solving

Subtheme 1: Product Sales
Black female executive participants offered unique perspectives which can increase sales
for STEM corporations. Tech4 described one executive meeting, reviewing an ad campaign,
where she spoke up because the campaign was not realistic for a Black family scenario. If
continuing to pursue the current design, the company would lose some of the target population.
Eng6 reported multiple scenes when executing where her opinion has changed the outcome of
the decision, with others not thinking of the inputs provided. Eng7 and Sci2 further accentuated
the impact of a unique perspective through increased product innovation and the disruption of the
status quo. Sci2 created a new product offering through her understanding and background,
growing total sales for the corporation. Eng7 identified the hindrance to a STEM company’s
growth when remaining status quo, stating, “you’re hindering the success of your business and
your products because you refuse to bring in someone who challenges the status quo.”

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Subtheme 2: Problem Solving and Diverse Contributions
Problem-solving requires diverse contributions to innovate and create the best solution to
the condition. Sci1 highlighted the different perspectives Black females contribute to problem-
solving, noting, “we help with problem-solving, where we bring a different perspective based on
living a whole different culture.” Eng3 described how Black females were fundamentally
different in their approach to execution and were successful because of their ability to tap into
their power. She shared the reality of Black females holding a “unique cultural identity, and there
is power in embracing the uniqueness that cultural identity brought to the sciences.” Tech3
emphasized this idea when reporting STEM companies can enable success through harvesting a
diverse thought pattern, which develops through the experience of different scenarios. Eng4
reemphasized if STEM companies desired to be the best, they should embrace top leaders who
were well versed in problem-solving and execution at a high level due to their unique
backgrounds and thought patterns. Tech1 offered unique perspectives in problem-solving in her
corporation, leading to unique solutions.
Research findings indicate Black female executive participants’ cultural wealth offered
an additive value and competitive advantage to STEM corporations. Cultural wealth of the Black
female executives provided unique perspectives on product sales, marketing, and associated
departmental requirements. Black female executives’ presence also increased their company’s
problem-solving capability when integrating multiple perspectives in decision-making avenues.
STEM corporations profit from diverse contributions due to positionality and cultural wealth
found in the Black female executives.

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Theme 3: Cultural Humility
Tervalon and Murray-Garcia (1998) extended the concept of cultural competence and
defined cultural humility as the lifelong commitment to self-evaluation and critique of cultural
imbalances. Cultural humility drives the requirement to know and understand diverse
cultures and address power imbalances, and become allies for cultures. Skeet (2021) predicts
cultural humility as the future of diversity, equity, and inclusion efforts in corporations, where
leaders seek to understand diversity and inclusion and develop an awareness of their own cultural
views to learn cultural humility and fully embrace others. Table 12 captures Research Question 3
and its third emerging theme from the data.
Black female executives displayed cultural humility in their execution in STEM
corporations, and the phenomenon was repeated through more than ten participant responses.
Every technology and science Black female executive highlighted an aspect of cultural humility
in their response. Tech4 communicated she held listening sessions through employee resource
groups to enable learning from another culture and increasing acceptance of others. Tech1
observed how cultural artifacts have significance to employees and impact the company culture,
recognizing different aspects of cultural acceptance in interactions. Tech3 highlighted a key
characteristic often used to describe her as a leader: her ability to understand the multiple
perspectives employees bring to work and acceptance in interactions. Sci1 and Sci2 emphasized
similar characteristics when responding, indicating the need to understand the difference between
different teammates at work and their motivational backgrounds or “leading people based on
who they are.” Sci3 spoke on learning from different cultures and recognizing the uniqueness
these cultures provide to the workplace and execution.

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Table 12
Research Question 3 Results and Findings: Theme 3
Theme 3: Cultural humility Key Findings
Cultural humility Learn across cultures and seek different
perspectives
Understand multiple perspectives employees
bring to work
Increase acceptance of everyone

Although each engineering Black female executive did not disclose a story of cultural
humility in the interviews, each displayed aspects of cultural humility in their overall approach to
execution in STEM corporations; Eng6 developed leading through listening from a diverse
perspective. Active listening involves the removal of oneself from the process to understand the
idea communicated fully. Eng3 also discussed “embracing the uniqueness that cultural identity
brings to the sciences.” All leaders acknowledged the differences in how each approaches ideas
and the contribution of a unique cultural identity to company execution. Eng1 shared, “as one
progresses in their careers and management of more teammates, there is an increased
requirement to understand how cultures shape and differentiate the positive contribution by each
teammate.” Cultural humility is critical for future corporations to thrive in this new competitive
environment.
Research Question 3 investigated how aspects of community cultural wealth impact
Black female executives in STEM and the perceived impact on STEM corporations. Three
themes emerged from the research. Community cultural wealth of Black female executive
participants influenced leadership characteristics, unique perspectives, and cultural humility.
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Authentic and empathetic or servant leadership characteristics could impact STEM corporations,
where Black female executive leaders can build an integral connection with organizational teams
for optimal execution. The unique perspectives held by Black female executive participants
provided a competitive advantage for corporations that incorporated a Black female’s
positionality and insights into the product lifecycle. Black female executives also offered unique
new market ideas translatable to profits. Finally, the cultural wealth and positionality of Black
female executive participants impacted their cultural humility increasing acceptance levels in
STEM corporations and understanding of the multiple perspectives employees contribute.
Summary
Chapter Four captures the critical essence of Black female executive participant
experiences in STEM corporations and is organized by theme and subtheme in Table 13.
Interviews of 15 Black female executives across the science, technology, and engineering sectors
investigated how specific personal and STEM leadership milestones impacted a Black female’s
journey in STEM corporations. Interviews captured insights into how Black female executives in
STEM navigate the complexities of environmental factors of STEM careers and how aspects of
community cultural wealth impact Black female executives in STEM, exploring the perceived
impact on STEM corporations.
Research findings indicated relationships through mentorship and advocacy, development
through early career experiences, and evolutions through the double bind tax were specific
personal and STEM leadership milestones impacting a Black female executive participant’s
journey in STEM corporations. Black female participants cultivated resistant, navigational,
aspirational, and linguistic capital as cultural wealth tools to navigate the complexities of
environmental factors of STEM careers. Black female executives exhibited leadership
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characteristics of authentic and empathetic or servant leadership, contributed unique
perspectives, and led through cultural humility, thus illustrating the additive value participants
provided to STEM corporations. The critical findings of Chapter Four lay the foundation for data
analysis and synthesis in Chapter Five and create a basis for recommendations to promote Black
females in executive STEM corporate roles.

Table 13
Research Questions and Findings Summary
Research Question 1: How do specific personal and STEM leadership milestones
impact a Black female’s journey?
Theme 1: Relationships through mentorship and
advocacy
Mentorship
Sponsorship and advocacy
Theme 2: Development through early career
experiences
Development
Theme 3: Evolution through the double bind tax Intersectionality
‘The only’
Undervalued
Construct of self-worth
Research Question 2: How do Black female executives in STEM navigate the
complexities of environmental factors of STEM careers?
Theme 1: Resistant capital Enjoyment of challenges
Resilience
Theme 2: Navigational and aspirational capital Focused and driven execution
Naïve optimism
Theme 3: Linguistic capital Business acumen
Communication ability
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Research Question 3: How do aspects of community cultural wealth impact Black
female executives in STEM, and what is their perceived impact on STEM
corporations?
Theme 1: Leadership characteristics Authentic leadership
Empathetic leadership
Theme 2: Unique perspective Product sales
Problem solving and diverse
contributions
Theme 3: Cultural humility Cultural humility

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Chapter Five: Implications and Recommendations
Chapter Five addresses the research questions through data synthesis and analysis and
discusses implications from the research findings. The Black female executive participants have
cultivated cultural wealth through multi-dimensional experiences captured in Chapter Four’s
results. Chapter Five frames these findings through the Bronfenbrenner system’s integration into
CHAT’s framework to provide recommendations for the problem of practice.
Black females remain disproportionately under-appointed to corporate executive
positions in the U.S. Fortune 500 companies (Catalyst, 2017). Data illustrated that 17% of Black
females enter corporate America, and only 0.68% attain C-suite positions (Deloitte, 2018). The
research’s purpose was to explore Black female executives’ lived experience, understanding the
creation and attributes of cultural wealth, further creating the opportunity to attain C-suite or
executive positions and increase STEM corporations’ success. This research aimed to understand
barriers to equity towards Black females and explore the curated cultural wealth attributes that
enable their success. Additionally, this research posited that the cultural wealth of Black females
positions them to be exceptional leaders in corporations, delivering value and leading through
resilience, emotional intelligence, and agility. Finally, this research aimed to illuminate these and
other cultural wealth attributes needed by STEM corporations to outperform, highlighting a
Black female’s additive value and generating a necessity for promotions into executive spaces.
Research Question 1, ‘how do specific personal and STEM leadership milestones impact
a Black female’s journey?’ or cultural wealth creation, was explored through the discoveries of
relationship building in mentorship and advocacy, development through early career experiences,
and evolution through the double bind tax. Research Question 2, ‘how do Black female
executives in STEM navigate the complexities of environmental factors of STEM careers?’
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identified cultural wealth tools and is addressed through resistant, navigational, aspirational, and
linguistic capital. Finally, Research Question 3, ‘how do aspects of community cultural wealth
impact Black female executives in STEM, and what is their perceived impact on STEM
corporations?’ examined the additive value of Black females to STEM corporations. Research
Question 3 is explored through leadership characteristics, unique perspectives, and cultural
humility.
Through a detailed discussion of the findings, recommendations to address the problem
of practice are investigated and presented. These recommendations provide the actions to counter
the problem of practice. The proposed solutions and implications for Black females and STEM
corporations are offered as opportunities for change.
Cultural Wealth Creation (Research Question 1): How Do Specific Personal and STEM
Leadership Milestones Impact a Black Female’s Journey?
The CHAT framework provides a lens to understand the system interaction and cultural
wealth tools generated in Black female’s experiences. With inputs from the literature review in
Chapter Two, the CHAT framework, as outlined in Figure 7, postulates a structure for analyzing
cultural and historical activities, addressing Research Question 1. The literature review provided
insight into the divisions of labor, community, and rules impacting a subject in the model, which
identified caste systems, black feminism, sense of belonging, early exposure factors, concrete
ceilings, intersectionality, and other impacts on Black female progression captured through the
integration of CHAT and Bronfenbrenner. The interviews with the Black female participants
reaffirmed the literature review, identifying mentorship, advocacy, early career experiences, ‘the
only’ effects, and undervalued as additional factors possibly impacting Black females’ ascension.

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Figure 7
CHAT Model Overview Through Literature Review

Black female executive participants indicated mentors and advocates’ influences played a
significant role in their progress. Piazza (2016) reflected similar findings, noting a critical aspect
of success for Black females is finding mentors and sponsors with similar backgrounds. Mentors
provide crucial insight and a reflective release for Black females to navigate a STEM
corporation. A significant mesosystem barrier to overcome, mentorship and advocacy play a vital
role in guiding and achieving corporate ascension. Alfred et al. (2019) reported many Black
females need these critical mentorship and sponsorship relationships. Holder et al. (2015)
discovered that sponsorships influence the perception of Black females’ competence,
highlighting the positive impacts mentors and sponsors play when encountering
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microaggressions and promotions. All 15 participants indicated finding support and attaining
success through mentorship and advocacy relationships in STEM corporations.
The milestone of building relationships with mentors and advocates impacted the
research’s Black females’ journey significantly in STEM corporations. Mentors and advocates
provided feedback and direction for these Black females in STEM corporations, and through
these relationships, Black females were offered critical feedback on their execution activities and
outcomes. These feedback loops were incorporated into a Black female’s reflection and progress
in development. Mentors also played a vital role in challenging the Black females to execute at
peak performance, shaping aspects of their Black excellence. Interviews indicated mentors in
STEM corporations provide insight into the playing field of a corporation and methods for
navigating opportunities and pitfalls. Mentors also shared the ability to connect with others not
directly aligned to the participant’s immediate circle, thereby expanding their network to others
within the field. Participants indicated a mentor’s support was critical for finding opportunities or
opening doors into access avenues that would be closed otherwise.
The literature highlighted sponsorship or advocates as an equally critical requirement for
a Black female’s success in STEM corporations (Holder et al., 2015, Collins et al., 2020).
Advocates create significant social capital required for promotions within corporations (Wilson,
2012). Participant interviews reaffirmed the literature and highlighted the need for a sponsor in a
Black female executive’s journey on the corporate ladder. The sponsorships offered legitimacy
and experiences to Black female participants, allowing them the opportunity to succeed.
Development through early career experiences, including the necessity to lead across an
organization, also played a critical role in the Black female executive’s journey through STEM
corporations. The crucial milestone and experience built cultural wealth in allowing Black
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female executives to understand corporations at the infancy stage of progress, impacting her
understanding of business and the interwoven links between departments. Although not found in
the literature, the interview results reflect the experience in a rotational program at the onset of
their career, a large project interrelated to many organizations, or a macro program impacting
multiple stakeholders, impacted a Black female’s ability to lead. The early career exposure
shaped the Black female executives’ understanding of the intricacies of a STEM organization
and provided exposure to interdepartmental relations, providing foundational knowledge that is
utilized to lead later in their careers.
Black female executives evolved through these milestones and experiences, amongst
other critical events. Findings highlighted an evolution occurring through the double bind tax
that the Black female executive experiences. The term ‘double bind,’ conceptualized by Malcolm
et al. (1975), describes the negative cost of being a minoritized female in a STEM arena. The
intersectionality which occurs disadvantages Black females in multiple ways. Findings indicate
Black females are aware of the social structure erected before workplace entrance, and the
structural systems in place unconsciously restrict upward mobility for Black females (Beckwith
et al., 2016).
Black females are impacted through the intersectionality dimension and often experience
‘the only’ syndrome described in Black female executive interviews. The experience of being
‘the only’ shaped Black female executives to notice their uniqueness, understand their difference,
and at times camouflage to assimilate. Navigational capital developed in the Black females
interviewed, where they could navigate structures of inequality and social spaces. These personal
milestones impacted a Black female’s journey as she created cultural wealth through her
relationships, development, and evolution.
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Black females also reported feeling underestimated and undervalued, although setting
some of the highest standards for accomplishments. Holder et al. (2015) reported instances
where Black females were required to prove their abilities to colleagues continuously. Interview
participants highlighted these experiences in their work environments, often placed in a position
of proving their capabilities prior to role acceptance.
Yosso (2005) explains cultural wealth is nurtured through events, activities, and
knowledge sharing for communities of color. Yosso’s (2005) definition of cultural wealth
highlights the accumulation of skills, knowledge, interactions, and abilities known by socially
marginalized groups in contradiction to the cultural capital often subscribed to privileged
platforms. Research Question 1 examined the common specific personal or STEM leadership
milestones that have influenced a Black female on her journey towards becoming a STEM
executive. These remarkable milestones offered insights into the cultural wealth formation of
these specific Black female executives.
Evolution through these milestones impacted Black female executives and created their
cultural wealth. Notably, Black females also discovered self-assurance. Self-assurance is a tool
not specified in the literature review but is mighty in concept, where Black female executives
lead through self-awareness and assurance. The many milestones that Black females have
negotiated have led to relationship building, development, and evolution. Black female
executives evolved through STEM corporations until the construction of self-assurance became a
necessary instrument and brand.
These specific personal and STEM leadership milestones are incorporated in the CHAT
model, depicting the environment, as structured by Bronfenbrenner, and CHAT activities
through which a Black female navigated and created cultural wealth. Black females navigated an
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overly white, male, engineering environment in STEM corporations, essentially a minority of
minorities. CHAT provides insights into these navigational requirements or barriers the Black
female participants encountered.
A new boundary to CHAT is introduced to the model as the cultural wealth creation
activities and self-assurance evolution (bordered by orange in Figure 8). Self-assurance is
presented as a new element in the CHAT framework, incorporated into the subject’s feature. The
subject, the Black female, navigated through the Bronfenbrenner environment and activities and
created the tools required to impact the object of STEM corporation activities.

Figure 8
Cultural Wealth Creation Environment in STEM Corporations and Individual Outcomes

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Cultural Wealth Tools (Research Question 2): How Do Black Female Executives in STEM
Navigate the Complexities of Environmental Factors of STEM Careers?
The CHAT model illustrates interrelation, multi-dimensional activities collectively
curated as a system with cultural and historical dimensions. The top system’s tier depicts the
interaction between the subject, Black females, the tools, proposed cultural wealth, and object,
STEM execution, shown in Figure 9. In CHAT, the subject utilizes tools to gain the desired
outcome or object. Research findings indicate resistant, navigational, aspirational, and linguistic
capital are cultural wealth tools cultivated through the Black female executive’s environmental
cultural wealth creation activities. Research Question 2 investigates the cultural wealth tools
created from these environmental systems and barriers, capital elements, and insights often not
found in the literature.

Figure 9
CHAT’s Subject, Tools, Object Relationship
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Participants highlighted the creation of resistant capital through the enjoyment of
challenges and resilience in execution. Resistant capital provided Black female executives the
ability to resist stereotypes when engaging in STEM corporations. The participants shared the
enjoyment of challenges, creating internal resilience in their actions. Chapter Four provided
insight into participants’ willingness to take on opportunities that many others would not, also
highlighting an inner competitive spirit in Black females. Participants’ determination and love of
challenges allowed the Black females to cultivate internal cultural wealth. Northouse (2019)
describes the new leader ready to engage in challenges in an unstable environment. The Black
female participants in this study embraced and thrived on challenges as they cultivated this
cultural wealth through their journey.
In participant interviews, Black female executives exhibited resilience, revealing resistant
capital in mindset and behaviors. Ledesma (2014) described resilience as recovering from
adversity and an essential leadership requirement. Furthermore, career resiliency is vital for
adaptation and success. Gavin (2019) from Harvard Business School online expressed that
leaders facing new challenges, circumstances, and difficult decisions need resilience to lead a
successful team to navigate through times of uncertainty. The “sheer willpower to” quoted and
expressed by Black female participants created an internal determination and driven focus built
around resilience towards problems. Davis (2016), in the literature, highlighted resilience, built
at a young age, often predicted a Black female’s success by laying the foundation to overcome
negative stereotypes.
A secondary element of cultural wealth, navigational and aspirational capital, provided
Black female executives the ability to execute with determination and maintain hopes and
dreams of the future even when faced with perceived barriers. Results revealed although
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undervalued and facing significant obstacles, the Black female executive participants always
focused and executed on the delivery of business results, expressing “at the end of the day, we
are there to run a business and deliver results.” Performing in a STEM corporation has various
challenges, including a mentality of ‘overcoming’ when others underestimate a particular
individual’s capabilities. Participant interviews indicated that eighty percent of the Black female
executives recalled an experience of being undervalued, impacting their sense of belonging in
STEM corporations, but overcame the challenges. Interview results also indicated that
participants developed navigational and aspirational capital, applying a determination and
hopeful mindset as they endeavored to overcome. Mills-Scofield (2012) of the Harvard Business
Review discussed the leadership value of hope and aspirations and its positive impact on strategy
development and execution. The author posits that optimists are solvers of wicked problems,
which often pessimists cannot solve. Participants provided insight into the lens of the
interviewed Black females’ chosen naïve optimism, where these Black females prefer to be
intentionally optimist despite challenges and environments. Navigational and aspirational capital
provide navigation ability for Black females through the complexities of environmental factors in
STEM corporations.
The third element, linguistic capital, shaped the development of cultural wealth in Black
females interviewed. Participant findings indicate business acumen and strong communication
skills provided the ability for Black female executives to execute and navigate STEM
corporations. Harrison (2017) highlighted the requirements for positive business results include
strong communication skills and business acumen. The author established that creating strategy,
connecting the vision to execution, and empowering teams to deliver requires skills and garners
the veneration necessary to maneuver and excel in a business. All Black female participants
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expressed both concepts in executing in a STEM corporation. Prior literature neglects to
highlight these attributes in Black females and Black female executives. However, the interview
results provided insight into the business acumen of Black female executives, highlighting the
ability to navigate via the use of linguistic capital.
Communication ability is a salient aspect of leadership (Northouse, 2019).
Communication, through excellence, allows critical conversations to occur, cements the sharing
of a strong vision, enforces collaboration through exchanging ideas, and increases employee
motivation. Durr and Wingfield (2011) disclosed Black females are perceived as angry,
domineering, and confrontational, indicators of poor communication abilities. However, results
indicate that Black female executives possessed a unique ability to communicate throughout the
organization. Black female executives interviewed translated vision into action and earned
stakeholder buy-in through diverse communication methods and abilities. Multiple participants
highlighted their ability to communicate through the ranks of a STEM corporation.
Resistant, navigational, aspirational, and linguistic capital highlight the four cultural
wealth created tools Back female executives utilized to navigate STEM corporations. Through
CHAT, the tools are made visible, and participants utilize these tools to pursue and engage
objects of the activity (Foot, 2014). The CHAT conceptual framework is updated and
incorporates the unique features Black female executive participants exhibited in STEM
corporations into the elements of tools, portrayed in Figure 10, highlighting the Black female
executives’ ability to utilize their enjoyment of challenges, established resilience, driven
execution, naïve optimism, business acumen, and communication ability to drive higher
stakeholder value in STEM corporations. Figure 10 illuminates Black female executives’ cultural
wealth tools for execution and navigation in STEM corporations, as highlighted in orange.
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Figure 10

Cultural Wealth Tools of Black Female Executives Incorporated Into CHAT framework

Additive Value to STEM Corporations (Research Question 3): How do Aspects of
Community Cultural Wealth Impact Black Female Executives in STEM, and What Is
Their Perceived Impact on STEM Corporations?
The CHAT framework can capture and reflect an executive’s additive value in STEM
corporations through the objects or STEM execution elements. In the future of STEM, the fourth
industrial digital revolution, corporations require exceptional leaders who are active learners,
critical thinkers, complex problem-solvers, and possess strong interpersonal skills and business
acumen (Abdullahi et al., 2020; Prinsley & Baranyai, 2015). Research interviews of 15 Black
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female executives in STEM corporations affirmed the attributes Black female executives
possessed due to the obstacles encountered during their journey to leadership attainment.
Research Question 3 investigated how aspects of community cultural wealth impact Black
female executives in STEM corporations and the perceived impact on STEM corporation
execution. Black female executives developed community cultural wealth through their
Bronfenbrenner development and obstacles encountered in their environment. Community
cultural wealth impacts the leadership approach of these Black female executives in STEM
corporations. The model depicts the interactive elements between a subject, Black female
executives, the tools, cultural wealth, and the object, stem execution elements, or the additive
value provided to STEM corporate execution (see Figure 11).

Figure 11
Executive’s Additive Value in STEM Execution
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Research interviews document leadership characteristics of authentic and empathetic or
servant leadership attributes in the Black female executives. Black female executive participants
also offered a unique perspective in execution due to their positionality. Additionally,
positionality, as illustrated through the cultural wealth creation activities, developed cultural
humility in the Black females, which is a depth of understanding not only of one’s culture but
seeking and reaffirming the culture of others. Black female executive participants, therefore,
offered unique contributions and significant additive value to STEM corporations.
Northouse (2019) describes authentic leadership as leaders that are “transparent, morally
grounded, and responsive to people’s needs and values.” His research underscored the emergent
need for leaders who followers can trust and who are honest and good. George (2003), one of the
founders of the authentic leadership model, portrays a leader who is deeply grounded in their
values and genuinely cares about their teams. Leaders are valued through the five dimensions of
authentic leadership of purpose, values, self-discipline, heart, and relationships (George, 2003;
Northouse, 2019). Authentic leaders lead through intrapersonal, interpersonal, and development
perspectives, leading teams to success. Another salient characteristic of authentic leadership is
understanding their values and not compromising these values. Nelson Mandela epitomized
authentic leadership while fighting to abolish apartheid in South Africa. Covelli and Mason
(2017) affirmed that today’s organizations need leaders who hold integrity, are honest, true to
themselves, and true to others. Furthermore, authentic leadership is closely connected to a
leader’s life story, and it is one of the essential elements of authentic leadership.
More than ten Black female executive leaders in STEM exhibited authentic leadership
characteristics. Several vital phrases shared highlighted how the Black female leaders thought it
necessary to not compromise on their values, expressing the impact of being authentic as a leader
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impacted their ability to execute. Durr and Wingfield (2011) reported Black females actively
considered altering behavior and styles to fit into the majority population. Interview data,
however, confirms the Black female executives remained true to their authentic selves, although
pressured to conform and become chameleons. Authentic leaders provide an additive value in
STEM corporations, which require leaders who can share the vision and create followers.
In addition to possessing authentic leadership attributes, research interviews highlight the
Black female executives as servant and empathetic leaders. Servant leaders emphasize follower
development and others’ needs over self-interests (Greenleaf, 1998; Hale & Fields, 2007). A
servant leadership style focuses on relationships, pays attention to employees’ welfare and
benefits, and supports employee needs (Bass, 1990). Setyaningrum et al. (2020) emphasized the
positive impact of servant leaders on organizations, highlighting the increased willingness for
employees’ commitment and work outcomes. Furthermore, organizations with servant or
empathetic leaders exhibit a positive trust factor between leaders and employees, thereby
increasing the execution of the organization’s overall goals.
Participant interviews suggested empathetic and servant leadership attributes in Black
female executives in STEM corporations. Fourteen Black female executives in STEM
exemplified attributes of connecting with teammates, demonstrating empathetic behaviors, and
leading employees with heart. The empathetic or servant leadership capability of these Black
female executives in STEM illustrates another attribute Black female executives can contribute
to STEM corporations in execution.
Abdullahi et al. (2020) reported the future of STEM corporation leadership will require
the top skills of problem solving, financial management, critical thinking, and group dynamics.
The Black female executives exhibit these skills through the multi-dimensional milestones they
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overcame. Specific to group dynamics and servant leadership, Black female executive
interviewees listened with empathetic ears, developed their employees, and supported through
compassion. Participant interviews highlighted two unique perspectives Black female executives
contribute to STEM corporation execution. Black female executives can contribute unique
perspectives for product marketing and sales and problem solving through mindset and diverse
contributions. Participant interviews emphasized Black female executive’s positionality as a
foundation to offer diverse contributions in problem-solving execution. The additional dimension
to problem solving can be considered as one of the additive leadership contributions for future
STEM corporations.
Additionally, a Black female executive’s positionality provided unique product
marketing, sales insights, and problem-solving execution. Participants highlighted their unique
position’s impact on product placement, marketing, and associate sales for STEM corporations.
Intersectionality provided not only the Black female executive an understanding of the Black
ethnicity and female gender but also the intersection of both and the unique perspective offered
by that integration of experiences. Positionality and the integration of experiences provided a
foundation for Black female executives to develop cultural humility in execution in STEM
corporations.
Previous literature on Black female executives failed to mention the cultural humility
Black female executives possessed and incorporated into their leadership. Tervalon and Murray-
Garcia (1998) defined cultural humility as a lifelong commitment to self-evaluation and
addressing cultural imbalances. Cultural humility provides a depth of understanding of other
cultures through a display of curiosity and seeking different perspectives. Hook et al. (2013) also
documented the cultural humility construct as possessing an others-oriented mindset, not self-
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focused, and respect for and lack of superiority towards other’s cultural backgrounds and
experiences. Cultural humility emerged from and is rooted in clinical psychology and health care
sectors. The concept is gradually transitioning to corporations and is positioned as the next
evolution for diversity, equity, and inclusion in corporate understanding and cultural promotion.
Findings demonstrated that Black female executive participants exhibited cultural
humility in execution. All technology and science and some engineering Black female executives
described cultural humility through the interview stories, while the remaining engineering Black
female executives depicted aspects of cultural wealth in their overall approach to execution. The
Black female executives sought and promoted different cultural perspectives than their own.
Notably, CTI (2019) noted White women do not advocate for all other races while in higher
leadership roles, highlighting a one-dimensional thinking of diversity. The Black female
executives took time to understand employees’ positions, positions of every culture, and
sponsored teammates based on various contributing factors. Cultural humility from the Black
female executive’s positionality provided the background and understanding to listen first,
promote cultural diversity, and understand multiple perspectives while leading. Community
cultural wealth of the Black female executives interviewed in STEM has provided the avenue to
execute through cultural humility, possibly creating a more prosperous culture amongst corporate
teammates. Cultural diversity and acceptance have demonstrated increased profits for
corporations.
The CHAT framework reflects executives’ additive value in STEM corporations. The
research findings incorporate the additive STEM corporate values of authentic, empathetic and
servant leadership, unique perspectives, and cultural humility as additive values of Black female
executives in STEM corporations’ execution and illustrated in Figure 12.
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Figure 12

Black Female Executive’s Additive Value to STEM Execution

CHAT Implications
The CHAT model captures the activities and relationships a subject, the Black female,
navigates while executing in STEM corporations. The literature review in Chapter Two, revisited
here again in Chapter Five, established a conceptual framework for understanding how the
divisions of labor, community, and rules surrounding a Black female executive operate. The
review highlighted how a Black female executive must contend with the individual elements of
stereotype threat, identity threat and social role, and self-perception with self-efficacy as internal
barriers to progression. The research interviews, with findings, offer the additional unknown
elements of cultural wealth tool creation Black female executives utilize to navigate. CHAT
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illustrates the multi-dimensional activities and system interactions to create cultural wealth for
Black female executives.
The research interviews highlighted resistant, navigational, aspirational, and linguistic
capital as designed cultural wealth tools and attributes for Black female participants. The third
research question, analyzed using the CHAT framework, investigated and identified the additive
value Black females could provide to STEM corporations, a critical element also missing in the
literature. Several additive values are illuminated through explorations as Black female
executives’ shared stories. The Black female executive participants demonstrated authentic
leadership and servant and empathetic leadership. Black female executives provided unique
perspectives to STEM corporations in product sales, market segment, and marketing. Black
female executives exemplify cultural humility characteristics not often demonstrated in other
individuals without a similar positionality. The CHAT framework in Figure 13 provides the
research’s additional insight to form a holistic view of the Black female participants while
executing in STEM corporations

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Figure 13

CHAT Framework and Analysis of a Black Female Execution in STEM Corporations

Organizational Recommendations for Practice
STEM corporations need to positively position Black females for personal and
organizational growth and excellence (Burge et al., 2017). The research’s purpose was to explore
a Black female executive’s lived experience, understanding the creation and attributes of cultural
wealth, further creating the opportunity to attain C-suite or executive positions and increase
STEM corporations’ success. The research aimed to understand barriers to equity towards Black
females and explore the crated cultural wealth attributes that enable success. This research also
posited that the cultural wealth of Black females positions them to be exceptional leaders in
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corporations, delivering value and leading through resilience, emotional intelligence, and agility.
This research aimed to illuminate these and other cultural wealth attributes needed by STEM
corporations to outperform, highlighting a Black female’s additive value and generating a strong
necessity for promotions into executive spaces. Recommendations to address the problem of
practice are based in empirical research as their foundation and accompanied by interview data
as supporting elements.
The CHAT framework provides a framework to view a Black female executive’s
environmental interactions through a STEM corporation’s Bronfenbrenner elements of divisions
of labor, community, and rules. The subject, Black females, must navigate the cultural and
historical activities impacting their system. Cultural wealth elements of resistant, navigational,
aspirational, and linguistic capital are created from the multi-dimensional influences while
executing in a STEM corporation. Cultural wealth tools then work through the object, increasing
development and corporate execution. Through exploring and implementing this CHAT model,
Black females, as STEM corporate executives and STEM corporations with exceptional leaders,
should be realized. CHAT’s object reveals a gap for STEM corporations that propose to promote
Black females into executive leadership roles, as highlighted in Figure 14.

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Figure 14
Organization Gap to Promote Black Females in Executive Leadership Roles

Three organizational recommendations are crafted based on research discoveries, data
analysis, and past research findings to support closing the gap in advancing Black females in
STEM corporations and increasing the outlook of promoting Black females to executive
positions. These recommendations are further nuanced in looking at the transaction of the system
activities in the CHAT interrelationships and ecosystem. The research incorporates and proposes
strategies that respondents identified as helpful to support Black females’ positive progress
through branding, early-career rotations, and highlighting a Black female’s cultural humility
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leadership attributes, building on empirical literature. A Black female’s additive value provides
STEM corporations with unique leadership capabilities, perspectives, and a depth of cultural
humility to transform the organization. Each recommendation is outlined to guide these STEM
corporation changes.
Recommendation 1: Create Early Rotational Development Opportunities for Black
Females, Increasing the Opportunities for Relationship Building and Business Acumen
Knowledge
Research interviews in this study indicated that creating and providing an early rotational
development opportunity for Black females in STEM corporations aids Black females in
increasing execution outcomes and offers foundational grounding for Black females as
executives in STEM corporations. Prior research does not identify the impact of rotational
opportunities on Black female progress, but Black female executives highlighted the critical role
early rotational development opportunities played in their development in STEM corporations.
Participants reported that early rotational opportunities provided the opportunity to understand
the organization’s value stream early in careers, impacting future growth opportunities in
development. The development through early career experiences allowed the Black female
executives to understand corporations at the infancy stage of progress and exposure to critical
aspects of understanding and navigating STEM corporations through experience. Implications
from the research also illustrated development within early career opportunities impacted the
Black female’s journey. Implementation of these programs should be informed by the respective
organizations based on the uniqueness of environments and opportunities.
The literature review highlighted sponsorship and advocates as equally critical
requirements for Black females’ success in STEM corporations (Collins et al., 2020; Holder et
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al., 2015). Networking and mentoring emerge as helpful tools in the career paths of several
respondents. Early development opportunities for Black females increase exposure to future
mentors and advocates, increasing the possibility of recognizing a Black female’s unique
perspective and resilience in execution. Collins et al. (2020), Holder et al. (2015), and research
results highlight the positive role mentorship and advocacy play in providing feedback and
direction for Black females. Companies, academic settings, and professional organizations can
encourage the development and support of networking and mentoring programs. Mentorship and
advocacy provide critical insights and guidance in navigating STEM corporations. Early
rotational opportunities allowed Black females to grow their relationship with mentors and
advocates early in the Black female respondent’s career, thereby providing the best foundation
for ascension. The literature review (Roberts et al., 2018) and research results highlighted a
Black female’s leadership trait of resilience and use to drive organizational results.
Implications from the research also illustrate the aptitude of business acumen assisting
the Black female executive respondents in navigating STEM corporations and careers. Early
career opportunities provide access and knowledge to enhance the development of a Black
female’s business acumen, assisting in future company growth. The future of STEM companies
requires exceptional leaders who are strong in business acumen (Abdullahi et al., 2020).
STEM corporations reap the benefit of Black females understanding the direct impact to value
stream execution and key stakeholder’s effect while also growing the business horizontally and
vertically.
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Recommendation 2: Create Branding Opportunities for Black Females, Establishing Their
Unique Brand to Leadership
Personal branding, similar to corporate branding, provides insight into the strategic
capabilities of the individual as strengths are highlighted (Rangarajan et al., 2017). Research
interview results highlighted Black female leadership attributes, including authentic leadership
and servant or empathetic leaders. Schnall (2020) reaffirmed authentic leadership attributes in
Black female leaders’ execution. STEM corporations should provide branding opportunities to
Black females, providing opportunities to highlight unique leadership capabilities and build self-
worth reflection opportunities. Personal branding provides a signaling effect for Black females to
STEM corporate leadership, as Spence (1973) illustrated the importance of signaling to
employers when asymmetrical information is present. Black females, through branding, can
utilize the additional information to inform STEM corporate leaders of their invaluable
contributions to the organization.
It is recommended that long-term rotational positions be created within the organization
for leadership and personal branding to be demonstrated by Black females. Black females are
selected and assigned to one development activity based on their interests and given branding
training to understand and enhance the concept. While in the program, the Black females develop
the necessary skills to demonstrate and communicate their unique leadership attributes. Black
females should also connect yearly with executives to share their brands. Future Black female
leaders need the opportunity to demonstrate distinctions in capabilities for a competitive edge
and signals when compared with other future leaders. Black female executive respondents
recommended branding as a critical requirement for promotions in STEM corporations, creating
reputation and credibility, and increasing mentorship and sponsorship opportunities.
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Black female executive respondents emphasized the role branding contributed to their
advocacy creation with other internal leaders, supporting that positive Black female branding
opens the possibility of gaining mentors and advocates in STEM corporations. Positive Black
female branding may also emphasize cultural wealth attributes of authentic and empathetic
leadership to others inside the corporation. Positive Black female branding creates exposure for
others to understand a Black female’s resilient and linguistic capital. Corporate STEM leaders
are allowed and can appreciate additional Black female leadership attributes of focused and
driven execution.
Black female executives advised Black females to reflect and understand their self-worth
in execution. Research illustrated self-worth played a crucial role in a Black female’s personal
and leadership milestones and consequential navigation of STEM corporations. Therefore, Black
females should be encouraged to reflect on self-worth and understand their value to the
corporation. Te’eni-Harari and Bareket-Bojmel (2021) recognized the need to create a personal
brand as an integral part of career development. Rangarajan et al.’s (2017) recommendations
align with findings in the current study. The authors support the recommendations of developing
a personal brand to attain executive success. Personal branding opportunities are proposed as a
recommendation to support Black female ascension in STEM corporations
Recommendation 3: Create a System Where Cultural Humility Leadership Is Highlighted
as a Black Female Strength in Corporations
Bronfenbrenner and CHAT frameworks illustrate the multi-dimensional elements a Black
female is projected to navigate to excel. The frameworks demonstrate the navigation of
stereotypes, perceptions, and microaggressions in STEM corporations. Dickens and Chavez
(2018) report microaggressions are hidden, nondescript encounters laced with preconceived
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notions of one’s abilities. It is recommended that corporations create a system where the cultural
humility of Black females is highlighted as a Black female strength in corporations, therefore,
decreasing microaggressions and increasing interactional connectedness. Pettigrew and Tropp
(2000) are consistent with the recommendation to decrease prejudice and discrimination through
increasing interracial connectedness. Furthermore, the authors report interracial connectedness is
increased through knowledge sharing and intergroup contact in corporations.
Diversity, equity, and inclusion efforts have increased across the United States, and
cultural humility is positioned as the subsequent transformation of this initiative. Educators at the
University of Oregon, Santa Clara University, and Harvard Medical School have begun teaching
a cultural humility mindset. Cultural humility is the recognition of other cultural backgrounds,
using culturally appropriate skills, and integrating the other’s worldview into leadership
behaviors (Skeet, 2021). The research interviews of the Black female executive respondents
highlight the cultural humility attributes Black females can provide to the organizations they
support and lead.
It would be advantageous for STEM corporations to create a system where cultural
humility leadership is highlighted as a Black female strength in STEM corporations. Training
leaders on Black female assets increases knowledge sharing and intergroup contact for Black
females and other organizational teammates, decreasing microaggressions and stereotype
perceptions. Educating teammates on cultural humility attributes can also provide an additional
branding opportunity for Black females in STEM corporations and highlights the additive values
delivered to the organization.
Three organizational recommendations are explored to support closing the gap in
advancing Black females in STEM corporations and increasing the outlook of promoting Black
120

females to executive positions. The literature review and research interviews suggest Black
female executive development and advancement if STEM corporations provide early rotational
development opportunities, create branding opportunities for Black females, and create a system
where cultural humility leadership is highlighted as a Black female strength in corporations as
depicted in Figure 15. Black females can fully contribute their additive value to STEM
corporations’ execution.

Figure 15
Black Female in Executive Leadership Roles: A CHAT Analysis

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Limitations and Delimitations
Conducting interviews invokes limitations and delimitations in execution and data
collection. This section describes limitations and delimitations experienced in the execution of
the research. Limitations are influences outside the researcher’s control (Merriam & Tisdell,
2016). Limitations of the research were introduced through interviews, which dictates a small
sample size and depends on the truthfulness of interviewee responses. A sample size of 15
participants allows for a comprehensive data set to answer the research questions but does not
represent the total sample size of the population. Participants self-select into the sample
population, introducing a secondary limitation to the data collected. Self-selection decreases the
generalizability of the research results. The subject of the study presents a final limitation via
response bias, where participants elect to share all or a portion of thoughts based on the subject’s
sensitivity. Participants also desire to provide positive highlights and decrease shortcomings in
behaviors while executing various scenarios. Interviewees may over or underrepresent the
information shared in interviews.
Delimitations are elements the researcher may control during the research (Merriam &
Tisdell, 2016). Delimitations in the research emerge from the study design and scope. The
research was bounded to Black female executives in STEM corporations. STEM corporations are
a small sample population compared to the U.S. economy and chosen due to the future impact of
the STEM field on the U.S. economy. The scope of the research, which focuses on Black female
executives in STEM corporations through interviews, reduces the generalizability of the research
findings. However, the findings demonstrate strength in remaining consistent with prior
empirical research. A third delimitation is created by focusing on Black females only when other
minorities may face similar scenarios. Although differing demographics may face similar
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scenarios, their experiences and numbers are not identical to Black females, and Black females
are unique due to the history of the United States. A final delimitation appeared based on
research design and the limited chosen research questions. Research questions and frameworks
limit the scope of the research design, creating attainable outcomes and impacting the research
scope.
Future Research
The research provided in-depth and critical knowledge on the barriers to progress,
navigational abilities, cultural wealth, and additive value of Black female executives in STEM
fields. Future research into the under appointment of Black female executives in STEM
corporations will continue as corporations evolve and transform along the journey to realization
and action. Future research must explore the perspectives of Black female executives specific to
mathematics corporations to understand the differences and similarities in lived experiences.
Mathematics corporations were unintentionally omitted due to the lack in the number of
mathematics executives available to complete the interviews. Future research could add further
depth to the field by introducing another dimension specific to Black female executives in
mathematics corporations. The additional knowledge gained would provide another dimension to
the research field.
Black female executives in the research communicated self-awareness and self-assurance
in dialogue, discussions, and execution methods. Self-assurance is critical to potentially negate
individual Black females’ experiences as identity threat, negative self-perception, and social role.
It is essential to understand if or when a Black female begins a transition from possible negative
self-experiences to positive self-perception and appreciation. Self-appreciation guides a Black
female in execution. Future research can investigate transition and impact to allow younger
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Black females to make that transition sooner, possibly providing an opportunity to accelerate
faster.
Conclusion
Black females remain disproportionately under-appointed to corporate executive
positions in the U.S. Fortune 500 companies (Catalyst, 2017; McKinsey, 2021). Technology
firms have experienced the most significant decline in the absolute number of Black female
executives (McKinsey, 2018), and change must be forthcoming. STEM corporations support the
future of innovation and the next industrialized revolution and are the center of development.
Adullahi et al. (2020) elucidated that the next human revolution needs leaders with significant
emotional intelligence, financial management, problem-solving, and critical thinking skills. The
problem of under-appointment of Black females in STEM corporations is critical to solving
based on the future needs of STEM corporations, our U.S. economic growth, and Black female
advancement through these unique skills.
CHAT, represented in Figure 16, functions as a critical lens and tool providing insights
into the development of Black females in STEM corporations. The present research illustrated
the cultural wealth creation activities impacting a Black female executive as she develops within
a STEM corporation and the underlying cultural and historical context in which Black females
maneuver to succeed. Additionally, CHAT provides a depth of insight into the functions as the
subject, Black females must work on the object, STEM corporations, and the tools utilized
within this space.

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Figure 16
Basic CHAT Development Model for Black Females in STEM Corporations

This research provided critical insights not captured in the previous research literature,
and the completed CHAT model creates opportunities to reverse the previous cycles of
discrimination toward Black females. The model, expanded through this research and as
illustrated in Figure 17, provides an in-depth analysis of the navigational aspects of Black
females as they ascend in STEM execution, utilizing the tools of cultural wealth of resistant,
navigational and aspirational, and linguistic capital to succeed in work assignments and increase
corporate execution in STEM corporations.

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Figure 17
Expanded CHAT Model For Black Female Development in STEM Corporations

Contemplate the possible success of STEM corporations if the number of Black female
executives increases, where cultural wealth, authentic and empathetic leadership, and unique
perspectives are allowed to strive. Contemplate the positive cultural change that may occur due
to the use of cultural humility through Black female executives. The voices of the 15 Black
females interviewed remain on replay daily. They are the voices of resilience, the voices of hope,
voices of self-appreciation, representatives of purpose, voices of brilliance, and voices of
excellence. The research investigated and highlighted cultural wealth and additive value Black
females provide to STEM and other corporations. STEM corporations may utilize the additional
knowledge this research provides to adapt their approach to supporting, developing, and
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promoting Black females within corporations. Black females have demonstrated the ability to
overcome any barrier. It is time to take action to close the gap and promote leaders poised to lead
corporations to the success we desire.
127

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142

Appendix A: Participant Sampling Criteria for Interviews
Participants were chosen based on the increased likelihood of experiencing the
investigation requirements in the study, and the table below captures and provides the rationale
for the individuals selected for the research population.

Table A1
Interview Sampling Criteria and Rationale
Criteria Rationale
Black female executive
These individuals fit the desired population
based on the background and experiences
required to answer the research questions. The
individual would have similar or identical
experiences captured within the
Bronfenbrenner model.
Executive currently or previously residing
in a STEM corporation
A current or previous executive residing in a
STEM corporation provides a rich data source
to capture the STEM experience, different
from other fields. The individual can provide
in-depth knowledge of the cultural wealth
required for their journey

143

Appendix B: Mapping of Bronfenbrenner and CHAT
Elements to Research and Interview Questions
The following research questions will be used to guide the exploration:
1. How do specific personal and STEM leadership milestones impact a Black female’s
journey?
2. How do Black female executives in STEM navigate the complexities of
environmental factors of STEM careers?
3. How do aspects of community cultural wealth impact Black female executives in
STEM, and what is their perceived impact on STEM corporations?

Table B1
Research Question 1: Interview Question’s Alignment to Theoretical Concepts
Interview Question Key concepts addressed Question type
2. What may be some specific events or
milestones that have shaped you into the
leader you are today?

Bronfenbrenner system
mesosystem
Sensory Q
3. What may be some learnings that have
shaped you into the leader you are today?

Bronfenbrenner system Experience Q
11. How would you coach another Black
female in navigating a STEM corporation?
CHAT navigation and
contradictions
Opinion Q

144

Table B2
Research Question 2: Interview Question’s Alignment to Theoretical Concepts
Interview question Key concepts addressed Question type
5. Please describe the environment towards
Black females in STEM corporations.

Bronfenbrenner systems
and CHATs divisions,
rules, and community

Feeling Q
6. What feelings do you have about this
environment?
CHAT subjects Feeling Q

7. Think about your achievement in a STEM
corporation. What environmental factors,
if any, do you think best supported your
achievements?

Bronfenbrenner systems
and CHATs divisions,
rules, and community
Opinion Q
8. What environmental factors, if any, do you
think most hindered your progress towards
achievement?

Bronfenbrenner systems
and CHATs divisions,
rules, and community
Opinion Q
9. What contributed most to your ability to
navigate a STEM corporation?
Bronfenbrenner systems
navigation
Experience Q

145

Table B3
Research Question 3: Interview Question’s Alignment to Theoretical Concepts
Interview question Key concepts addressed Question type
1. What are the key characteristics you
would use to describe yourself as a
leader?

CHAT subject and
Bronfenbrenner’s
individual
Values Q
4. If you had a leadership tool kit, what
tools would you say you use most often
as a leader?

CHAT cultural wealth and
subject understanding
Experience Q
10. What characteristics do you think
STEM companies value most?

CHAT community Opinion Q

146

Appendix C: Interview Protocol
Date:
Place:
Interviewer: Myella Leiba
Interviewee: [Code Names]
Research Questions:
1. How do specific personal and STEM leadership milestones impact a Black female’s
journey?
2. How do Black female executives in STEM navigate the complexities of
environmental factors of STEM careers?
3. How do aspects of community cultural wealth impact Black female executives in
STEM, and what is their perceived impact on STEM corporations?
Respondent Type:
Current and past Black female executives in STEM corporations

Introduction of the Researcher:
Hello, my name is Myella Leiba, and I am a candidate student at the University of
Southern California Rossier’s School of Education. My current field is Organizational Change
and Leadership.

Introduction to the Interview:
Thank you for taking the time to speak with me today. I am researching Black female
executives in STEM corporations. More specifically, my research is titled Cultural Wealth
147

Exploration of Black Female Executive and its Additive Value in STEM Corporations. It is such
a pleasure to discuss this topic with you today and learn about your experience in the field. As
noted in the informed consent, I will be zoom and audio taping today’s conversation to allow me
the ability to return and fully capture our discussion in the future. I will be taking transcript notes
during today’s conversation as a tertiary record if technology fails. All items will be deleted at
the conclusion of the research, and your participation will be confidential. Is this okay?
Great. Thank you, let’s begin. Our discussion will last approximately 60-90-minutes. I
will ask you several questions that will help guide our conversation as you share your
experiences today. Do you have any questions before we begin?

[The interview questions begin]

Opening Language: Let’s explore your leadership.
IQ1. What are the key characteristics you would use to describe yourself as a leader
(RQ3)?
IQ2. What may be some specific events or milestones that have shaped you into the
leader you are today (RQ1)?
IQ3. What may be some learnings that have shaped you into the leader you are today
(RQ1 & RQ3)?
IQ4. If you had a leadership tool kit, what tools would you say you use most often as a
leader (RQ3)?

Transition language: Think about the environment in STEM corporations.
148

IQ5. Please describe the environment towards Black females in STEM corporations
(RQ2).
IQ6. What feelings do you have about this environment (RQ2)?
IQ7. What environmental factors, if any, do you think best supported your achievements
(RQ2 & RQ3)?
IQ8. What environmental factors, if any, do you think most hindered your progress
towards achievement (RQ2&RQ3)?

Transition language: Let’s discuss your navigation of a STEM corporation.
IQ9. What contributed most to your ability to navigate a STEM corporation (RQ3)?
IQ10. What characteristics do you think STEM companies value most (RQ3)?
IQ11. How would you coach another Black female in navigating a STEM corporation
(RQ1)?
IQ12. Do you have any final thoughts you wish to share?
[Interview questions end]

Conclusion to the Interview:
Thank you for participating in this research exploration. Your responses will be an
invaluable contribution to a sparse body of research on the cultural wealth Black female
executives bring to STEM corporation leadership.
As a reminder, your information will remain confidential. This video and the audio will
be deleted after the finalization of the research. I will send a copy of the interview transcription
149

for your review if so desired. If you have any further questions or additional thoughts, please do
not hesitate to contact me. Thank you!

150

Appendix D: Invitation Letter to Interview

LETTER OF INVITATION TO PARTICIPATE IN RESEARCH
ON BLACK FEMALE EXECUTIVES IN STEM

Research Title: Cultural Wealth Exploration of Black Female Executives and its Additive
Value in STEM Corporations: A CHAT Analysis

Dear [Black female executive in STEM corporation],

I hope this note finds you well. My name is Myella Leiba, and I am a doctoral student at the
University of Southern California’s Rossier School of Education.

I am conducting research interviews to investigate and provide an understanding of executive
Black females’ experiences within STEM corporations and fields. My research examines the
knowledge and cultural wealth attributes enabling the attainment of C-suite and executive
positions.

The research seeks to understand the fortitude and tools required to overcome barriers,
highlighting the value Black females bring to STEM corporations and enabling other Black
females to succeed. Cultural wealth is the informal knowledge an individual gains while
maneuvering in any environment and the cultural wealth of Black females positions them to be
exceptional leaders in corporations.

As a member of this elite group of Black female executives in STEM, I am requesting your
participation in a 60-75-minutes interview guided by questions about your experiences. Your
participation will be an invaluable contribution to a sparse body of research on the cultural
wealth of Black female executives and their advancement to leadership positions in STEM
corporations.

If interested, please suggest a date and time that aligns with your schedule. To confirm
participation or if you have any questions, please do not hesitate to contact me via LinkedIn or
leiba@usc.edu.

Thank you for your time and consideration.

Best,

Myella H. Leiba
Organizational Change and Leadership Doctoral Candidate
University of Southern California
Rossier School of Education
151

Appendix E: Information Sheet for Research
STUDY TITLE: Cultural Wealth Exploration of Black Female Executives and
its Additive Value in STEM Corporations: A CHAT Analysis

PRINCIPAL INVESTIGATOR: Myella Leiba

FACULTY ADVISORY: Dr. Alan Green

You are invited to participate in a research study conducted by Myella Leiba under the
supervision of Dr. Alan Green at the University of Southern California. You have been
specifically chosen because you are or were a Black female executive in a Science, Technology,
Engineering, or Mathematics (STEM) corporation. This document explains information about
this study. Please ask questions about anything unclear to you.

PURPOSE OF THE STUDY
The research’s purpose is to conduct an exploration of Black female executive experiences
within Science, Technology, Engineering, and Mathematics (STEM) corporations. This study
will examine cultural wealth and its additive value to enable a Black female’s attainment of C-
suite and executive positions. Cultural wealth is the informal knowledge an individual gains
while maneuvering in any environment. The research seeks to understand the fortitude and tools
required to overcome barriers, thereby highlighting the value Black females bring to STEM
corporations and enabling other Black females to succeed. You are invited to participate because
you are currently or have previously been a Black female executive within a STEM corporation.

PARTICIPANT INVOLVEMENT
If you agree to participate, you will be sent an invitation to participate in a one-on-one 60-75-
minute Zoom research interview guided by questions about your experiences. The interviews
will address three primary research questions answered through an interview discussion. These
sessions will be taped for transcription purposes only, and your participation will remain strictly
confidential. Answering any question is voluntary, and if you do not wish to be recorded,
handwritten notes will be taken.

COMPENSATION FOR PARTICIPATION
No formal compensation will be provided for participation. As a small token of thanks, you will
receive a $15 gift card after the interview.

ALTERNATIVES TO PARTICIPATION
The interview is voluntary, and the alternative is to not participate in this study. You may also
refuse to answer any specific questions in this study.

152

CONFIDENTIALITY
The details of this study will remain strictly confidential. Data collected during the interviews
will be collected and stored on a local hard drive to maintain participant confidentiality.
Recorded data will be maintained on a password-protected computer, with all records destroyed
after study results are transcribed, synthesized, and published. Published results and
recommendations will not contain individually identifiable data.

Please note that the research team members and the University of Southern California’s
Institutional Review Board (IRB) may access the data. The University of Southern California’s
IRB reviews and monitors research studies to protect the rights and welfare of research subjects.

INVESTIGATOR CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact Principal
Investigator Myella Leiba via email at leiba@usc.edu or Faculty Chair Dr. Alan Green via
email at alangree@usc.edu.

IRB CONTACT INFORMATION
If you have questions or concerns about your rights as a research participant and are unable to
contact the research team, please feel free to contact the University of California’s IRB at (323)
442-0114 or email irb@usc.edu.

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Asset Metadata

Creator Leiba, Myella Herminia Wade (author)

Core Title Cultural wealth exploration of Black female executives and its additive value in STEM corporations: a cultural historical activity theory (CHAT) analysis

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2022-08

Publication Date 08/08/2022

Defense Date 04/19/2022

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

Tag additive value,Black female executives,Black females,Bronfenbrenner,CHAT,cultural capital,Cultural Historical Activity Theory,cultural humility,cultural wealth,diversity,inclusion,OAI-PMH Harvest,STEM,STEM leadership

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Green, Alan (committee chair), Brady, Melanie (committee member), Datta, Monique (committee member), Maddox, Anthony (committee member)

Creator Email leiba@usc.edu,myellaleiba@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC111376278

Unique identifier UC111376278

Legacy Identifier etd-LeibaMyell-11127

Document Type Dissertation

Format application/pdf (imt)

Rights Leiba, Myella Herminia Wade

Type texts

Source 20220808-usctheses-batch-972 (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 MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu