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Corporate America after Ursula Burns: building a pipeline of Black female executives

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Corporate America After Ursula Burns:
Building a Pipeline of Black Female Executives
by
Candace Louise Givens

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 2021

© Copyright by Candace L. Givens 2021
All Rights Reserved

The Committee for Candace L. Givens certifies the approval of this Dissertation

Jennifer Phillips
John Brooks Slaughter
Alexandra Wilcox, Committee Chair

Rossier School of Education
University of Southern California
2021

iv
Abstract
Black women in corporate America continue to grapple with the emotional tax of their
intersectionality as Black, women, in traditionally White-male roles. The purpose of this
research study was to explore the degree to which Black female executives (BFEs) are able to
increase the probability of success for other high potential Black female (HPBF) employees and
managers to navigate to the executive ranks. BFEs were interviewed to highlight their
experiences and capture their recommendations for HPBFs and organizations looking to increase
representation. The findings and recommendations of this research study are shaped from the
lens and experiences of Black women. The findings of this study reinforced the importance of
metacognitive knowledge, affect, expectancy outcome and self-efficacy in the progression to
executive leadership. The interview data related to procedural knowledge provided insight into
organizational gaps related to leadership and development training for leaders and focused
development programs for HPBF employees. The findings suggest organizations need to
provide all employees training to define the connection of diversity, equity, inclusion and
belonging to expected employee behaviors, business objectives and performance expectations.
Leaders within organizations need training and development to increase soft skills and people
leadership aptitude. Organizations looking to address racial and gender representation gaps in
executive leadership rankings need dedicated, focused training and development programs to
close the preparation gap for HPBFs.

v
Dedication
For Lovely.

vi
Acknowledgements
“One day you will tell your story of how you’ve overcome what you’re going through now, and it
will become part of someone else’s survival guide” - Unknown

First and foremost, I want to thank and acknowledge my parents, Joan and George, without
their unwavering support and guidance I would not be the woman I am today. And although my
father is not here to witness this accomplishment, he saw greatness in me at an early age, and
encouraged me to chase every dream. My mom has been and continues to be such a blessing, she
is BEYOND supportive and a gift to our entire family. Thank you, I love you more than you can
imagine.
I would like to thank all my family and friends that supported my absence over the course
of this three-year journey. The celebration/reunion is going to be epic! Thank you for helping
connect me with the amazing women in this study. We have all been hidden figures for far too
long. To all the Black females out there sprinkling their magic, keep up the good fight!
I would like to thank my professors and most importantly, my chair, Dr. Wilcox and my
committee Dr. Phillips and Dr. Slaughter. You’re support and feedback throughout this journey
was amazing and insightful and I sincerely thank you all. I would also like to thank Dr. Grant for
her support of my initial proposal.
I want to thank all the friends I have made during this journey, we made it! It has been an
amazing growth and learning adventure, filled with late nights and long weekends, but we made it
through together.
Fight On!!.

vii
Table of Contents
Abstract ..................................................................................................................................... iv
Dedication .................................................................................................................................. v
Acknowledgements ................................................................................................................... vi
List of Tables .............................................................................................................................. x
List of Figures ........................................................................................................................... xi
Chapter One: Overview of the Study........................................................................................... 1
Background of the Problem ............................................................................................. 6
Field of Study Context .................................................................................................... 9
Importance of Addressing the Problem .......................................................................... 10
Field of Study Goal ....................................................................................................... 11
Description of Stakeholder Groups ................................................................................ 13
Purpose of the Study and Research Questions ............................................................... 16
Overview of the Conceptual and Methodological Framework ....................................... 16
Definitions .................................................................................................................... 17
Organization of the Project ............................................................................................ 19
Chapter Two: Review of the Literature ..................................................................................... 21
Intersectionality – Being a Black Woman in Corporate America ................................... 21
Historical Context – Black Women in the United States ................................................ 23
Cultural Context – Black Women in the United States................................................... 36
Existing Strategies and Best Practices ........................................................................... 40
Clark and Estes’s (2008) Knowledge, Motivation and Organizational Influences’
Framework .............................................................................................................. 50
Stakeholder Knowledge, Motivation and Organizational Influences .............................. 51
Conceptual Framework ................................................................................................. 63

viii
Summary....................................................................................................................... 66
Chapter Three: Methodology .................................................................................................... 67
Research Questions ....................................................................................................... 67
Overview of Methodology ............................................................................................ 68
Data Collection, Instrumentation and Analysis Plan ...................................................... 68
Ethics ............................................................................................................................ 74
Positionality .................................................................................................................. 75
Chapter Four: Findings ............................................................................................................. 78
Participating Stakeholders ............................................................................................. 79
Validation Framework................................................................................................... 80
Findings for Knowledge, Motivation, and Organizational Influences............................. 80
Knowledge – What do BFEs Need to Know? ................................................................ 84
Motivation – How and Why Do BFE Believe? .............................................................. 96
Organizational Influences and Findings ....................................................................... 114
What is the interaction between organizational culture and context and stakeholder
knowledge and motivation that either facilitates or limits BFEs in identifying and
recommending organizational strategies for increasing leadership opportunities for
HPBFs in corporate settings? ................................................................................. 131
Conclusion .................................................................................................................. 134
Chapter Five: Discussion and Recommendations .................................................................... 137
Discussion of Findings ................................................................................................ 137
Recommendations for Organizational Practice ............................................................ 140
Recommendations from BFEs to HPBFs ..................................................................... 153
Limitations and Delimitations ..................................................................................... 155
Recommendations for Future Research ....................................................................... 156
Conclusion .................................................................................................................. 157

ix
References .............................................................................................................................. 161
Appendix A: Mapping of KMO Influences to Interview and Research Questions.................... 194
Appendix B: Interview Protocol.............................................................................................. 199
Appendix C: Solicitation Email to Perspective BFEs .............................................................. 202
Appendix D: Informed Consent Form ..................................................................................... 204

x
List of Tables
Table 1: Field Mission, Field of Study Organizational Goal and
Stakeholder Group’s Performance Goal 15
Table 2: Assumed Knowledge Influences 53
Table 3: Motivation Influences 56
Table 4: Organizational Influences 60
Table 5: Assumed KMO Influences & Results 82
Table 6: Knowledge Influences & Results 85
Table 7: Procedural Knowledge Highlights 87
Table 8: Metacognitive Highlights 91
Table 9: Motivation Influences & Results 97
Table 10: Affect Highlights 99
Table 11: Expectancy Highlights 108
Table 12: Self-Efficacy Highlights 112
Table 13: Organizational Influences & Results 115
Table 14: The Business Value of Diversity and Inclusion 117
Table 15: The Commitment to Increase Representation 122
Table 16: Training & Development Highlights 127
Table 17: Validated KMO Influences 139
Table 18: Summary of Validated Needs and Recommendations 142
Table 19: Implementation Sequence of BFE Recommendations 152

xi
List of Figures
Figure 1: Representation in the Corporate Pipeline by Gender and Race 5
Figure 2: Black Female Representation in Corporate America 8
Figure 3: Timeline of Key Events in United States Women’s History 24
Figure 4: Timeline of Oppression for African Americans 27
Figure 5: Black Education on the Rise 29
Figure 6: 7 Ways We Know Systemic Racism Is Real 30
Figure 7: Majority Men’s Response to: How Important is D&I to you at work? 45
Figure 8: Impacts of Belonging on Engagement, Retention and Loyalty 47
Figure 9: Corporate America After Ursula Burns Conceptual Framework 65

1

Chapter One: Overview of the Study
There is a lack of gender and racial diversity within executive leadership of Standard and
Poor’s (S&P) 500 and Fortune 1000 companies. Specifically, the lack of Black women in
executive representation reflects neither the available talent nor desired career aspirations of the
workforce. Women, especially Black women, have not seen the expected increases in male-
dominated fields or in the executive ranks (Hoge, 2020; Moore & Deise, 2018). There are
historical factors, challenges and barriers to entry, and societal traditions and contexts driving the
lack of gender and racial diversity in executive leadership. The complexity of being a Black
woman in corporate America involves dealing with sexism, racism, and the cultural expectations
around what they are capable of and what positions they should hold (Combs, 2003; Hughes &
Dodge, 1997; Khosroshahi, 2021; Sisco, 2020). This research study explored the experiences of
Black female executives (BFEs) in corporate constructs.
There were 29 female CEOs within the S&P 500 in 2020, which equates to 5.8%, down
from 33 at 6.6% in 2019, but none of these leaders were Black women (Catalyst, 2019, 2020a).
Within S&P 500 companies, women constituted 11% of the top earners, 21.2% of the board
seats, and 26.2% of senior level executive positions (Catalyst, 2020b). In 2020, the number of
Black CEOs at Fortune 500 firms was at three, none of whom were women (Catalyst, 2020a;
Davis, 2020a, 2020b; Korn Ferry, 2019). Until recently, the only Black woman to be listed on
the Fortune 500 CEO list was Ursula Burns of Xerox, who retired in 2016 (Catalyst, 2019;
Donnelly, 2018; Wahba, 2020). Briefly in 2019, Best Buy named Mary Winston, a Black
woman, as interim CEO but the permanent position was filled by a White man, Mark Tritton
(Davis, 2020a). In early 2021, Rosalind Brewer was appointed CEO of Walgreens Boots
Alliance and Thasunda Brown Duckett was appointed CEO of TIAA (Baer, 2021; Hirsch, 2021).
2

The appointment of Thasunda Brown Duckett also made corporate history as she succeeded
another Black CEO, Roger Ferguson, Jr. making TIAA the only Fortune 500 firm to have two
Black CEOs in succession (Alcorn, 2021; Baer, 2021). There was a five-year gap in Black
female CEO representation from 2016 to 2021, but how many more will follow and when?
The research on Black women in corporate America is limited (Combs, 2003; Hughes &
Dodge, 1997). This study made every effort to provide available data on Black women, but
often had to leverage the data available on women or women of color (WOC) due to a lack of
specific data available on Black women. There is very little published data that disaggregates
within the people of color (POC) or WOC groupings, as defined by the United States Office of
Management and Budget [OMB] (2000). There is also very little data published about the
detailed racial demographics of executive leadership in corporate America. However, there are
gender related studies and White in contrast to POC studies becoming increasingly available in
the United States, due to research by firms like McKinsey and Company and the Center for
Talent Innovation. Throughout this research study, the term Black is used to describe all people
within the skin-color based racial grouping; in the United States any person visually exhibiting
traces of African ancestry is deemed Black (Adams, 2020; Berlin, 2010; Hollinger, 2005; Lynch,
2020). In addition, when discussing the historical culture and context of the United States, the
term African American will be used to describe the descendants of slaves born in the United
States (Adams, 2020; Berlin, 2010; Lynch, 2020; Prewitt, 2005).
This study explored the intersectionality of being Black and being a woman within
corporate America. In order to better understand the multiple prejudices Black women
experience due to this intersectionality, an exploration of being a woman, being Black in
America, and barriers to obtaining executive leadership roles traditionally held by White men is
3

explored. Women in the United States are prepared for and enter the workforce at expected rates
(Catalyst, 2020b; McKinsey & Company, 2019). As a collective, women in the United States
have received more than half of the bachelor degrees conferred since 1982, master degrees since
1987, and doctorate degrees since 2006 (National Center for Education Statistics [NCES], 2017,
2018a). As of 2018, women received 57.3% of bachelors and 60.1% of master’s degrees and
53.5% of doctorate degrees in the United States; they now represent over 45% of the available
workforce (United States Bureau of Labor Statistics [BLS], 2020b; Catalyst 2020c; NCES,
2018a). In 2018, the United States Equal Employment Opportunity Commission [EEOC]
reported there were 904,227 executive leadership position in the private sector of the United
States, men held 69% of those positions and women held 31% (EEOC, 2018).
The operating model of most companies is based on outdated ideals of employees who
have no additional responsibilities to consider beyond work (Cabrera, 2009). Women often
execute twice as much unpaid work compared to men, such as raising families, taking care of
elderly or sick parents, and completing household chores (Catalyst, 2017; McKinsey &
Company, 2020b). Some researchers believe women are choosing not to pursue executive
leadership roles, that they let the current statistics shape the definition of what is possible;
women often do not believe they can achieve higher ranks because they do not see women
getting promoted in their firms (Bandura, 2012; Garcea et al., 2012; Ozyilmaz et al., 2018; Steele
& Derven, 2015). Others suggest the entire pool of qualified, mid-career, female talent is often
limited because women leave the workforce to have and raise families, and find it difficult to
return at the level of departure (Moore & Deise, 2018).
Women of color (WOC) are defined as all non-White women and includes Blacks or
African American, Asian, American Indian or Alaska Native and Native Hawaiian or other
4

Pacific Islander. The representation of WOC in the executive ranks of corporate America is
experiencing a reversion to very low levels (McKinsey & Company, 2019; Zillman, 2019).
WOC hold roughly 5% of the senior management and executive leadership positions within S&P
500 organizations (Beckwith et al., 2016; Beeson & Valerio, 2012; Catalyst, 2020c). Within the
private sector of the United States WOC are 5.6% of the 31% of female executives discussed
previously (EEOC, 2018). WOC have increased representation within degree recipients from
11.8% in 1977 to 37.4% in 2017 (NCES, 2017, 2018b). Recent studies show many corporations
have expected gender representation at professional entry-level positions, but lose that
representation as responsibilities expand (Copeland, 2020; McKinsey & Company, 2019,
2020b). McKinsey and Company (2019, 2020b) highlighted the dramatic decrease of women
and WOC representation between entry level and first-level management positions, as shown in
Figure 1. An organization's inability to develop and retain female talent has been referred to as
the leaky pipeline (Cabrera, 2009).
Black people are approximately 14.4% of the United States population, 12.3% of the
United States workforce, and hold 3.3% of management and executive positions in the private
sector (United States Census Bureau [CB], 2019a, 2019b; EEOC, 2018). Black women are 7.6%
of the United States population, 6.4% of the United States workforce and hold 1.7% of
management and executive positions in the private sector (BLS, 2020a; CB, 2019a, 2019b;
EEOC, 2018). Black women have increased representation within degree recipients from 8% in
1977 to 11.7% in 2017 (NCES, 2017, 2018b). A recent study on the experiences of Black people
in corporate America, found that almost 20% of Black employees did not believe that someone
who looked like them could achieve the CEO position at their firm, and only 3% of White
participants felt that way. That same study also found that 30% of Black employees have an
5

Figure 1
Representation in the Corporate Pipeline by Gender and Race

Note. Career progression of women and men within corporate America. From “Women in the
Workplace 2020 - Corporate America is at a Critical Crossroads” by McKinsey & Company,
2020, p. 8. (https://wiw-report.s3.amazonaws.com/Women_in_the_Workplace_2020.pdf).
Copyright 2020 by McKinsey & Company.

interest in aspiring to higher levels of responsibility, by comparison to 21% of their White
counterparts (Center for Talent Innovation [CTI], 2019).
Black women must navigate the complexities of being a woman while also navigating the
added complexities of being Black (Crenshaw, 1989, 1995b; Lean In, 2020). There are historical
and current circumstances that can hinder a Black woman’s success in corporate and
organizational settings (Combs, 2003; Sisco, 2020). Recent events like the murders of George

6

Floyd, Breonna Taylor and Ahmaud Arbery continue to demonstrate the deeply rooted,
institutional, racism that exists in America. These events highlight the need for new approaches
within corporations to address social justice and equity within the workplace for their Black and
underrepresented employees (McKinsey & Company, 2020b; Zheng, 2020). Organizations are
not immune to the behaviors of the world around them.
Background of the Problem
America has long suffered from institutional racism and sexism that continues to exclude
women, especially Black women from higher echelon jobs (Combs, 2003; Lean In, 2020; Sacks,
2015; Sisco, 2020). Research and published demographics reveal that the number of women,
and especially Black women in the executive ranks at 1.7%, is not representative of the
workforce at 6.4%, or the college graduation representation level of 11.7% (Black
Demographics, 2017; BLS, 2019, 2020a; EEOC, 2018; NCES, 2017, 2018b). When considering
the qualifications and expectations of executive leadership, the college completion rate can
provide a guidepost for the demographics of available, qualified talent. Whether you consider
the demographics of the current workforce or graduation rates both numbers are far from the
1.7% of Black women who have made the successful progression to executive leadership
(EEOC, 2018). Despite the passing of the Civil Rights Act of 1964 and other related laws to
drive equity and equality and create a representative workforce, there has not been a significant
change in Black female executive representation in the United States (Dover et al., 2020;
Kirchenbauer, 2020). These low levels are demonstrated in the history of Fortune Magazine’s
annual Fortune 500 CEO list which has only included 18 Black CEOs since its inception in
1972, only one of which was a Black woman, Ursula Burns (Wahba, 2020).
7

The desire is there. Research has shown Black women desire higher levels of
responsibility, 63% of Black female professionals have ambitious aspirations, and most Black
women are willing to remain in less inclusive organizations to be part of the solution (Catalyst,
2020c; CTI, 2019). Black women must overcome gender and racial biases while also working to
gain access to the executive rankings (Sisco, 2020). Research has shown that men are often
given positions based on their potential while women are relegated to roles they have proven
they can perform (Barsh & Lee, 2012). Research also points to a lack of sponsorship and access
to leadership resulting in continued exclusion and underrepresentation of Black women in
leadership positions (CTI, 2019; Smith, 2021). There are very few studies focused on Black
women, but two separate McKinsey and Company (2019, 2020b) studies analyzed the
progression of employees from a collection of 590 companies over a five-year period and
detailed the statistics for WOC. The most recent analysis found 18% of corporate entry-level
employees and 3% of the C-suite are WOC (McKinsey & Company, 2020b). They cite the
compounding factor of low representation in early management levels, the lack of flexible work
arrangements to support family demands, and a lack of an inclusive work environment as the
leading contributors for this lack of advancement and erosion in representation (McKinsey &
Company, 2020b). The full summary of workforce demographics and career progression
percentages from that study is shown in Figure 1. Figure 1 highlights the broad diversity
available in the early career stages and the erosion of racial and gender diversity as responsibility
levels increase. WOC are 18% of the entry level but erode to 3% of C-suite level positions
within the participating organizations (McKinsey & Company, 2020b). According to a recent
study by Lean In (2020), Black women are severely underrepresented in executive roles by
comparison to their White male counterparts. White men account for 35% of the United States
8

Figure 2
Black Female Representation in Corporate America

Note. Summary of Black female representation in corporate America by comparison to White
men. From “State of Black Women in Corporate America” by Lean In, 2020, p.6
(https://leanin.org/research/state-of-black-women-in-corporate-america). Copyright 2020 by
Lean In

population and hold 68% of the C-Suite level positions; Black women account for 7.4% of the
United States population and hold 1.4% of C-Suite level positions (Lean In, 2020). This
disparity is summarized in Figure 2 below, which shows representation by comparison to
demography.
If organizations placed value on diversity and provided equal access to opportunities
executive leadership representation would be closer to workforce demography (Lichter, 2013;
6
Black women are much less likely to
be promoted to manager—and their
representation dwindles from there
Black women are underrepresented in the workplace for many reasons. One
every 100 men promoted to manager, only 58 Black women are promoted,
despite the fact that Black women ask for promotions at the same rate
as men.
1
And for every 100 men hired into manager roles, only 64 Black
women are hired.
2
That means there are fewer Black women to promote at
every subsequent level, and the representation gap keeps getting wider.
DID YOU KNOW?
49% of Black women feel that their
race or ethnicity will make it harder
for them to get a raise, promotion,
or chance to get ahead, compared
to just 3% of white women and 11%
of women overall.
4

Black women are severely underrepresented in senior leadership
3
Share of U.S. population vs. representation in leadership
9

Schuck, 2008). The traditions associated with White privilege often compound the cultural
biases within hiring practices and programs used to highlight and accelerate talent, thus
excluding POC (McIntosh, 2015). White privilege is defined as the unspoken and often
unacknowledged advantages that White Americans benefit from based on their race and cultural
norms and expectations (DiAngelo, 2011; McIntosh, 2015). Hiring managers often do not view
Black women as qualified for executive leadership despite their pedigree (Bertrand &
Mullainathan, 2004). There are a variety of contributing factors. This research study examines
some of the historical and cultural factors impacting a Black woman’s ability to reach the C-
Suite in more detail in Chapter Two.
Field of Study Context
This research study explored the experiences within the field of corporate America. A
specific organization was not studied, but instead the focus was on understanding the experiences
and recommendations of BFEs from a wide variety of fields across corporate America. Current
research shows that the challenges and barriers for women are not limited to one organization,
they are proliferated across most organizations in the United states (Catalyst, 2020b; McKinsey
& Company, 2019, 2020b). All employees need tools and support to achieve their full potential,
and it has been argued that women in male-dominated fields need additional tools and support
(CTI, 2015; Korn Ferry, 2019; McKinsey & Company, 2020b). There are many problems of
practice that could be addressed to serve all WOC, but this research study focused on a specific
set of problems Black women face to increase the quality, applicability, and validity. This study
explored the experiences of Black women, with specific focus on Black female executives
(BFEs), creating a pipeline of high potential Black females (HPBF). This study defined a HPBF
as a Black, female employee deemed to have above average growth potential within the
10

organization who consistently exceeds the expectations of supervisors and team leads during the
execution of work-related tasks and assignments. Many corporations have diversity and
inclusion executives, organizations, and programs. These organizations are focused on creating
a diverse pipeline of talent and an inclusive work environment. However, the numbers tell the
story: WOC hold 3% of the C-suite positions by comparison to 19% by White women and 12%
by men of color and 66% by White men (McKinsey & Company, 2020b). This research study
evaluated the experiences of BFEs and current corporate best practices in order to provide
HPBFs strategies and tools to overcome bias and institutional racism to achieve executive
positions. It looked to connect these strategies and tools to the lived experiences of members
within the small community of BFE leaders (Merriam & Tisdell, 2016).
Importance of Addressing the Problem
The lack of gender and racial diversity in corporate America is important to solve for a
variety of reasons. If companies want to be successful and experience growth they must find
room for diversity at all levels of their organization (Rincon et al., 2017). This issue is important
to address because organizations with practices that nurture and elevate women and POC are
more likely to experience future growth and historically have been more profitable (Beckwith et
al., 2016, United States Department of Labor, 1995). The demographics of the available United
States workforce has changed dramatically over the last 50 years, coupled with the staffing
deficit exacerbated by baby boomers who elect to retire and therefore, corporations can no longer
afford to leave Black women out of consideration for key leadership roles (Beeson & Valerio,
2012; BLS, 2019; Toossi, 2002). As organizations explore ways to increase diversity and build a
diverse executive leadership teams, representative of their workforce, they need to address racial
and gender diversity (Gonzalez & Denisi, 2009; LeanIn, 2020). In order to maintain financial
11

growth and performance, corporations must address issues within the talent pipeline to have
qualified WOC ready for management and executive leadership positions (McKinsey &
Company, 2019, 2020b).
McKinsey and Company (2007) reported “companies with a higher proportion of women
on their management committees are also the companies that have the best performance” (p. 16).
Organizations must take deliberate action to modify succession planning activities and readiness
assessments to make them more equitable for women and WOC, and thus, enable the
diversification of their senior leadership teams (Beeson & Valerio, 2012, Fitzsimmons & Callan,
2015). The leadership pipeline needs to reflect the current and emerging workforce and must
therefore include increased representation from all WOC (CTI 2015; McKinsey & Company,
2019, 2020b). As demonstrated in Figure 1, although women of color represent 18% of the entry
level positions they hold 9% of the senior manager/director level positions, 6% of vice president
positions and 3% of C-suite positions (BLS, 2020a; McKinsey & Company, 2019, 2020b).
Black leaders represent 0.6% of CEOs within the Fortune 500, although if one considers the
quantity of college graduates, or available talent, that number should be 10% (CTI, 2019; Korn
Ferry, 2019; Wahba, 2020). It is worthy to note that there are no women within the less than 1%,
or 3, Black CEOs. Black women hold 1.3% of senior management and executive roles within
S&P 500 firms and 2.2% of board of director roles within Fortune 500 firms; these numbers have
not changed much over the last decade (Allen & Lewis, 2016; Donnelly, 2018; Lang et al., 2011;
Peterson et al, 2007; Smith et al., 2018).
Field of Study Goal
For decades, many corporations have crafted statements that include a goal to increase
diversity and inclusion within their organizations. Significant progress to increase female
12

representation has been made since the 1980’s, when there were three female CEOs of S&P 500
companies; the number grew to 33 female CEOs simultaneously in 2019 (Catalyst, 2019, 2020a).
The goal of this research is to see this overall growth trend expand to include more WOC,
specifically Black women. The specific goal for this field study was: by 2025, corporate
America will increase the representation of BFE by 100% to bring the national statistic to 3.4%
of the executive leadership population (Bass, 2020; Copeland, 2020). Although doubling
representation may seem ambitious, this increase will not get industry to parity with the available
workforce representation of 6.4%, but it is a step towards equitable representation (BLS, 2019).
This field goal aligns with the goals identified by leading change agents of the industry. In 2020,
Microsoft announced plans to double Black executives, and Google announced a commitment to
increase all underrepresented groups in executive roles by 30%, with special focus on Black
representation (Bass, 2020; Copeland, 2020). Organizations like McKinsey and Company,
Catalyst, and the Executive Leadership Council have chartered to help corporate America
increase diversity and the representation of women. McKinsey and Company is a management
consulting firm that partners with corporations around the globe to help them navigate through
change, and they have published over 20 reports about the value of women in corporate settings
since 2007. These McKinsey and Company reports help champion the need for diversity and
also highlight the value women can bring to business outcomes and sustained growth and
performance of corporations (McKinsey & Company, 2020a). Catalyst is a non-profit
organization founded in 1962 that “helps organizations accelerate progress for women at work”
(Catalyst, 2020d). Catalyst holds seminars and training programs to provide tools that increase
inclusion. They also host an annual awards gala to recognize corporations with programs that
highlight and promote women in corporate settings (Catalyst, 2020d). The Executive Leadership
13

Council (ELC) is an organization of Black C-Suite-level leaders with the goal of increasing the
representation of Blacks in executive and board-level leadership within Fortune 1000 companies
(ELC, 2020). The field of study mission statement and goal, along with stakeholder goals, that
feed into this combined purpose is summarized in Table 1. The stakeholder goals and timing
support the field goal of increasing the quantity of BFEs by 2025.
Description of Stakeholder Groups
Although there are dozens of stakeholders who could be identified for this field of study,
this research study identified three key stakeholders: Black female executives (BFEs), high
potential Black females (HPBFs), and human resources (HR). BFEs have lived experiences, and
possess responsibilities and access to define and implement practices that support the field goal.
These women have attained executive level leadership positions and continue to demonstrate the
combination of required skills and perseverance to thrive in organizational constructs. As
executives, they have the responsibility for business growth, consistent performance and the
creation of succession plans and talent pipelines, which make them highly effective mentors and
sponsors. The second stakeholder group is HPBFs. HPBFs are women with aspirations for
executive leadership positions, that have also demonstrated potential and aptitude. A HPBF is a
Black, female employee deemed to have above average growth potential within the organization,
that consistently exceeds the expectations of supervisors and team leads during the execution of
work-related tasks and assignments. These women will benefit from this study and also help
shape inclusion and retention policies within their organizations. HPBFs require access and
opportunities that will increase readiness for expanded leadership positions. HPBFs are the
expected members of the executive talent pipeline. The third stakeholder that shaped this
research study is the enabling function of HR within organizations. HR needs to define policies
14

and procedures that enable and support Black women getting into first-level management
positions and improved work-life flexibility (Heilman, 2001; Heilman & Parks-Stamm, 2007;
McKinsey & Company, 2019). These three stakeholders are critical contributors to diversity and
inclusion practices, and must work together to help organizations achieve the field goal of
doubling the representation of Black women in executive level positions.
Stakeholder Group for the Study
BFEs were the stakeholder group of focus for this study as they possess the first-hand
knowledge and experiences critical in capturing the knowledge, motivational and organizational
(KMO) influences required to help all stakeholders achieve the field goal of increasing
representation in the executive ranks (Clark & Estes, 2008). There is a tremendous
representation gap for Black women between the level of workforce representation at 6.4% and
current executive representation at 1.7% (BLS, 2019; EEOC, 2018). Although a detailed
analysis of all identified stakeholder groups and goals would be beneficial, this study was
focused to provide a phenomenological evaluation of the lived experiences of BFEs in pipeline
creation. These experiences will help shape the organizational strategies for increasing the
representation of Black women in executive leadership roles, and the creation of opportunities
for HPBFs in corporate settings (Walton & Brady, 2017). Understanding the practices that are
yielding results in the current corporate environment is critical in defining a path to doubling
representation in the executive ranks.
Although the field goal requires support and participation from a wide variety of
stakeholders, having inputs from members of the impacted community is critical in identifying
and addressing performance gaps (Clark & Estes, 2008; Elliott & Hulleman, 2017). This
research study focused on increasing proficiency and efficiency for HPBFs, and providing
15

Table 1
Field Mission, Field of Study Organizational Goal and Stakeholder Group’s Performance Goal
Field of study mission
Increase the probability of success for HPBF employees and managers to navigate to and
thrive in executive leadership roles.

Field of study performance goal
By 2025, corporate America will increase the representation of Black female executives by
100% to bring the private sector statistic to 3.4% of the executive leadership population.

Stakeholder Group 1 – Black
Female Executives (BFEs)
Stakeholder Group 2 - High
Performing Black Women
(HPBF)

Stakeholder Group 3 –
Human Resources (HR)
By 2022, BFEs will identify
and implement organizational
strategies for increasing
representation of HPBFs in
executive leadership roles in
corporate settings. (Primary
Goal)

By 2023, BFEs will partner
with first-level managers to
provide opportunities (e.g.
stretch assignments,
mentorship) for HPBF
employees. (Enabling Goal)
By 2022, HPBFs will identify
three mentors and one
sponsor in their current
organizations or industries
who can provide advice and
counsel to assist them in
navigating beyond racial and
gender norms.
By 2023, HR will define and
implement targeted
development solutions and
hiring practices that will
increase Black female
representation in the
leadership pipeline.

opportunities to share knowledge by documenting and summarizing key influences of BFE
success. Without the inputs and active participation of the target community the field is not
likely to achieve its goal (Elliott & Hulleman, 2017). A KMO gap analysis was conducted to
define the needs required to achieve the desired organizational outcomes (Clark & Estes, 2008).
The field mission, field goal and stakeholder goals are summarized in Table 1.
16

Purpose of the Study and Research Questions
The purpose of this research study was to explore the degree to which BFEs are able to
increase the probability of success for HPBF employees and managers to navigate to the
executive ranks. By 2025, corporate America will increase the representation of BFEs by 100%
to bring the national statistic to 3.4% of the executive leadership population. While a complete
performance evaluation would focus on all stakeholders, for practical purposes, the stakeholder
focused on in this analysis are BFEs. The analysis focused on BFE knowledge, motivation and
organizational influences related to identifying and implementing organizational strategies for
increasing career growth opportunities for HPBFs in corporate settings. The following research
questions were used to guide this study:
RQ1. What organizational solutions do BFEs recommend for organizations with the goal of
increasing representation of Black women in leadership?
RQ2. What is the interaction between organizational culture and context and stakeholder
knowledge and motivation that either facilitates or limits BFEs in identifying and
recommending organizational strategies for increasing leadership opportunities for HPBFs in
corporate settings?
RQ3. What are the recommended knowledge and skills, motivation, and organizational
solutions to help BFEs increase leadership opportunities for HPBFs?
Overview of the Conceptual and Methodological Framework
The conceptual framework used in this research study was the Clark and Estes’s (2008)
gap analysis framework, and the methodological framework was qualitative (Merriam & Tisdell,
2016). The Clark and Estes process model contains six steps: identification of business goals,
identification of individual performance goals, identification of performance gaps, causation
17

analysis of the performance gaps, identification and implementation of KMO solutions, and the
evaluation and refinement of the effectiveness of the KMO solutions (Clark & Estes, 2008).
This study focused on the knowledge, motivation and organizational (KMO) attributes and
influences that aid BFEs in helping HPBFs overcome the burdens and oppression defined
through the intersectionality of racism, sexism and gender norms to become executives in
corporate America.
The representation of Black women at executive levels is not zero. There are factors that
enable Black women to persevere and break through the glass ceiling achieving great success
and responsibility (CTI, 2015, 2019; EEOC, 2018). Interviews were conducted to complete a
detailed phenomenological, evaluation and assessment of performance factors that aid in
facilitating or achieving the field and stakeholder goals. The focus of this study was to unearth
and share the KMO contributing factors. The conceptual framework is discussed in detail in
Chapter Two. The detailed methodological framework is discussed in Chapter Three.
Definitions
• African Americans refers to the Black descendants of slaves forcibly brought to the United
States from Africa (Adams, 2020; Berlin, 2010; Lynch, 2020; Prewitt, 2005)
• Blacks/Black People refers to all members of the skin-color based racial grouping inclusive
of African-Americans, pan-African, Caribbean, African immigrants, etc.; a racialized global
classification of people with brown or dark brown skin, it does not define ethnicity (Adams,
2020; Berlin, 2010; Hollinger, 2005; Lynch, 2020)
• Black female Executive (BFE) for the purpose of this study, a Black woman that has achieved
an executive leadership role in corporate America
18

• Critical Race Theory (CRT) is a movement comprised of several key beliefs: racism is
normal, change requires interest convergence, race is used to define societal hierarchies,
experiences are complex – there is intersectionality, researchers must be a voice for an
inclusive narrative (Delgado & Stefanic, 2017; Ladson-Billings, 2013)
• C-Suite refers to the Chief Executive Officer (CEO) and his/her staff of top executive leaders
at large companies, such as chief executive officer (CEO), chief financial officer (CFO),
chief operations officer (COO), etc.
• Emotional Tax refers to “the heightened experience of being different from peers at work
because of your gender and/or race/ethnicity and the associated detrimental effects on health,
well-being, and the ability to thrive at work” (Catalyst, 2016, p. 2)
• Executive, for the purpose of this study, is used to describe leaders holding director, senior
director, vice president, senior vice president, and C-Suite level positions within
organizations.
• Glass Ceiling refers to an invisible, intangible barrier within organizations that prevents
women and people of color from obtaining leadership positions (McKinsey & Company,
2019; Merriam-Webster, n.d.)
• Glass Cliff a phenomenon resulting in women being given roles and/or positions deemed
difficult, having a high probability of failure (Ryan & Haslam, 2006)
• Grit term used to describe the combination of desire or passion coupled with perseverance
(Duckworth et al., 2007)
• High Potential Black Female (HPBF) a Black, female employee deemed to have above
average growth potential within the organization, that consistently exceeds the expectations
of supervisors and team leads during the execution of work-related tasks and assignments.
19

• Intersectionality considers how the combination of different factors, such as gender, race,
class, sexual orientation and national origin play together and impact people's experiences
(Collins & Bilge, 2016; Delgado & Stefancic, 2017)
• Social Cognitive Theory (SCT) defines those innate tribal aspects of human behavior and
learning. It demonstrates how the behaviors modeled around us define what is and is not
acceptable, and influence human learning and behavior (Bandura, 2005)
• White Privilege refers to the specific type of privilege, or benefits, people experience as a
result of having white skin regardless of ethnicity or nationality (DiAngelo, 2011; McIntosh,
2015)
• Women of Color (WOC) refers to all non-White women and represents Blacks or African
American, Asian, American Indian or Alaska Native and Native Hawaiian or other Pacific
Islander (OMB, 2000)
Organization of the Project
This research study consists of five chapters. It begins with an introduction that
summarizes the problem of practice, its importance, and an overview of the research study.
Chapter Two follows with a detailed summary of applicable research and literature related to the
problem of practice, historical and cultural contexts and current best practices. Chapter Three
follows with a detailed description of the methodologies utilized to conduct this study, identify
participants, collect and analyze the findings. Chapter Four summarizes the findings of the data
collected and provides an assessment of the KMO influences and compilation of findings. The
research study concludes with Chapter Five, which contain conclusions and recommendations
for organizational implementations based on the validated influences summarized in the findings.
20

Chapter Five also includes recommendations from BFEs to HPBFs, and suggestions for future
research studies related to Black women within the corporate and organizational environments.

21

Chapter Two: Review of the Literature
This literature review provides insight into historical factors, challenges and barriers to
entry, societal traditions and contexts driving the lack of Black women in executive leadership,
followed by a summary of existing strategies and best practices identified to increase gender and
racial diversity within organizations. This summary delves into the unique challenges faced by
Black women in the United States and within organizational constructs. This chapter also
contains a detailed description of the contributing theories, and the knowledge, motivation and
organizational (KMO) gap analysis framework. It includes a detailed examination of the
assumed KMO influences and the conceptual framework of this research study. This literature
review summarizes some of the historical and current circumstances that can hinder a Black
woman’s success in corporate and organizational settings.
Intersectionality – Being a Black Woman in Corporate America
Intersectionality considers how the combination of different factors, such as gender, race,
class, sexual orientation and National origin play together and impact people's experiences
(Crenshaw, 1989, 1995b; Delgado & Stefancic, 2017; Hancock, 2016). It is impossible for a
BFE to just be Black or just be a woman or just an executive in a male-dominated field, they are
all of these things simultaneously (Collins & Bilge, 2016; Korn Ferry, 2019; Smith et al., 2018).
The intersectionality of being a Black woman in a male-dominated construct, like corporate
America, can significantly impact professional experiences and career progression (Austin, 1995;
Ladson-Billings, 2013). Intersectionality provides insight into the complexities of being a Black
woman in corporate settings. BFEs like other WOC, face a unique challenge of being members
of several marginalized groups impacting many aspects of their lives (Crenshaw, 1995b). As
with other things like healthcare, education, and finance, career advancement challenges for
22

Black women are categorically the same as other women but the magnitude of impact is more
severe (Eberhardt, 2019; Lean In, 2020; Newkirk, 2019). In order to achieve executive positions
HPBFs must overcome the corporate tendency to treat them as invisible due to being members of
two underrepresented and devalued groups – Black and women (Collins & Bilge, 2016; Smith et
al., 2018).
Intersectionality helps provide insight into the complexities of being a Black woman in
corporate settings. Intersectionality also helps frame the simultaneity, complexity and multitude
of influences that can help shape and deter the career progression for Black women in America
(Crenshaw, 1995b; Hancock, 2016). To become an executive in corporate settings, Black
women must overcome racism, sexism, gender norms and expectations while also performing
within the business. The layered complexity is not well understood but is demonstrated through
the exploration of the lived experiences of the participants in this study. There is reasonable
understanding of some of the negative forces impacting Black women. For example, through
examination of cognitive functions, like unconscious bias, one has a better understanding of the
mental constructs that drive behavior of and around Black women (Banaji & Greenwald, 2016).
There are layers of complexity contributing to the progress of Black women in the workplace
and in general. Racism, sexism, social expectations and the intersectionality of all these factors
play a role in various ways and through a variety of mechanisms (Eberhardt, 2019; Newkirk,
2019; Rothstein, 2017). There is no other group within United States history that has
experienced such prolonged and systematic oppression, yet many Black women continue to rise
above and succeed in spite of these barriers (DeGruy, 2017; Eberhardt, 2019; EEOC, 2018; Lean
In, 2020). Black women can also find strength, advocacy, role models and tools within many of
these layers of complexity and influence (CTI, 2015; Harts, 2019; Harris, 2009). BFEs were
23

able to navigate beyond these barriers, and use this collection of features to their advantage; this
study uses BFE insights to provide additional tools and coping mechanisms for HPBFs with
aspirations beyond individual contributor and organizations looking to usher them through that
journey.
Historical Context – Black Women in the United States
Laws and Legislation
Despite global efforts to create laws and define target quotas to drive towards a gender
and racially representative workforce, there has not been a significant increase in the percentage
of Black female executives (CTI, 2019; EEOC, 2018; Klettner et al., 2016). The history of
women in the United States is full of exclusion, often having no say in decisions that impacted
their lives. The history of Black women in the United States involves systems of oppression and
servitude for most (Bouie, 2019; Hannah-Jones, 2019). The double bind of being a Black
woman is illustrated throughout this review. When studying the journey of Black women to the
C-suite, one must understand they are battling centuries of patriarchy and exclusion. When
discussing the current state of Black women in America, an understanding of history is vital.
The pursuit of equality for Black women in America has been and continues to be a long road, a
timeline of key legislative events impacting all women in the United States is provided in Figure
3.
A brief summary and exploration of the history of all women in the United States
provides a foundation for many of the practices and expectations in current society, many were
never intended to include Black women. In 1769, the colonies adopted British laws that
stipulated women could not own property or earn a personal income (Milligan, 2017; National
Archives, 2019). In 1776, the United States of America declared its freedom from Britain but
24

Figure 3
Timeline of Key Events in United States Women’s History

Blacks were still enslaved. Shortly after, in 1777 all territories and states passed laws taking
away a White woman’s right to vote (Milligan, 2017; National Archives, 2019). Slavery was
abolished in 1865 by the 13
th
Amendment. The 14
th
and 15
th
amendments followed in 1868 and
1870, respectively, providing equal rights under the law for Blacks and the right for Black men
to vote. However, all women were still not allowed to vote or own property, citizens were
defined as male (Milligan, 2017; National Archives, 2019).
In 1920, with the passing of the 19
th
amendment, all women were granted the right to
vote (Milligan, 2017; National Archives, 2019). Although legally all women could vote, there
were systems in place to preclude Black women and men from voting (Block, 2020). Policies
and practices of voter suppression have evolved over the years but the intent of keeping the poor
and underrepresented from voting remains at the forefront of American politics (Diaz, 2021;
Horton, 2021). The United States definition of civil rights has continued to evolve since the
passing of its first Civil Rights Act in 1866, having passed several different Civil Right Acts,
each time expanding the rights and protections afforded its citizens. However, the application of
25

these laws has been left to interpretation resulting in the exclusion of rights for all women and
POC (DeGruy, 2017). Following World War I, the United States began to see the need for
diversity in the workplace, women were hired to work in factories while many men were off
fighting the war (Oyler & Pryor, 2009). The 1960s saw a surge in civil rights activities and the
expansion of rights for all women and POC.
In 1964, the Equal Pay Act was passed prescribing all employees receive equal pay for
equal work. In 1964, Title V11 of the Civil Rights Act was passed, prohibiting employment
discrimination based on race, color, sex, religion and national origin (Gutman, 2000; Milligan,
2017; National Archives, 2019). This gave birth to the EEOC and Affirmative Action Programs
(Harrison et al, 2006; Kelly & Dobbin, 1998). Systems have been combatting affirmative action
programs since their inception (Aberson, 2007; Kelly & Dobbin, 1998). Affirmative Action
programs were designed to help women, and they have helped White women gain access and
opportunity (Chow et al., 2013; Exum, 2012; Green, 1995; Newkirk, 2019). In 1968, the Fair
Housing Act was passed prohibiting discrimination against the protected groups in the sale,
rental and financing of housing. This civil rights act returned all women’s right to own property.
It also provided expanded real estate access to Blacks, resulting in a period of White flight to the
suburbs (Georgetown Law Library, 2020; Kruse, 2019; Rothstein, 2017). In 1993, the Family
and Medical Leave Act was passed, protecting employment during medical leave and other
protected leaves of absence (United States Department of Labor, n.d.).
All women continue to demand equity and equality and fight against historical systems
and traditions of gender-based oppression and exclusion from access to opportunities. America
prides itself on being a progressive nation but it continues to demonstrate the freedoms in the
constitution were designed by and for White men. With the passing of Title V11 of the Civil
26

Rights Act, in 1964, it became illegal to discriminate against Black people in hiring practices.
The words are there but the implementation is lacking. The United States is systematically
reverting to Jim Crow era concerns of protecting the rights of White men, as evidenced by the
recent executive order released to “combat offensive and anti-American race and sex
stereotyping and scapegoating” precluding education on topics like privilege and bias (Newkirk,
2019; Trump, 2020, p.1). The next generation of reform will need to address the gap that still
exists for WOC, specific attention needs to be paid to remedy the institutional exclusion of Black
women (DeGruy, 2017; Lean In, 2020; McKinsey & Company, 2020b). Despite having legal
rights to equality and equity, these rights still elude Black women and hinder their ability to
progress to the executive levels of corporate leadership (Combs, 2003; Dover et al., 2020).
Racism
Black people have a unique set of experiences within the history of the United States.
Initially brought to the country as forced labor during the transatlantic slave trade, then achieving
freedom from slavery to face Jim Crow and segregation, followed by the Civil Rights movement
and now mass incarceration and the Black Lives Matter movement (Stevenson, 2019). Black
people have been fighting for their humanity throughout history, and it has been denied
repeatedly (Bell, 1995; DeGruy, 2017; Eberhardt, 2019; Freire, 1993). The United States has a
longstanding history of racism, as shown in Figure 4. Figure 4 summarizes the top-level systems
of oppression that have been in place in the United States. These systems of oppression have
shaped the lives of African-Americans, and have had lasting impacts on Black people living in
the United States. For over 400 years Black people have systematically been portrayed as
inferior, violent, dimwitted and burdens to society, completely ignoring the true contributions of
African Americans in the building of the nation (Bouie, 2019; DeGruy, 2017; Eberhardt, 2019;
27

Figure 4
Timeline of Oppression for African Americans

Hannah-Jones, 2019). This discussion attempts to distinguish between the African Americans
who are descendants from slaves and other members of the Black community who are
naturalized citizens, of African descent, and/or who came to the United States by choice.
African Americans were brought to this land long before it was an independent nation, as noted
in Figure 4.
Positive contributions of Black people are excluded from standard history texts, popular
culture, media coverage and most mainstream narratives (Eberhardt, 2019; Griffin et al., 2016;
Lucas & Baxter, 2012; Newkirk, 2019; Silverstein, 2019). White Americans struggle to accept
the racist history and impacts of existing racist practices (DeGruy, 2017; DiAngelo, 2011;
Freeman, 1995). Many White Americans are convinced they are experiencing reverse
discrimination; a 2017 survey revealed 39% of Whites feel under attack in America (Newkirk,
2019; Ziv, 2017). Black women have been accepted and portrayed as caregivers, servants and
field workers, not lawyers, doctors and CEOs (Abrams et al., 2014; Austin, 1995). The modern
era still presents challenges to Black women on their quest to executive leadership. In 2020, it is
still harder for Black people to find jobs than Whites; they receive half the number of call backs
28

from resumes and have the highest rates of unemployment (Bertrand & Mullainathan, 2004;
BLS, 2020c; Eberhardt, 2019). Given the recurring theme of inadequacy, an “expectation of
failure” can set in deterring HPBFs from pursuing career advancement (DeGruy, 2017, p. 137).
Research has shown people begin to believe something is possible when they can see it,
regardless of the medium (Bandura, 2018; Griffin et al., 2016).
As shown in Figure 1, a recent study within corporate America revealed women of color
represent 18% of the entry level positions, 9% of the senior manager/director level positions and
4% of C-suite positions (BLS, 2020a; McKinsey & Company, 2019). In 2019, Black leaders
represented 0.6% of Fortune 500 CEOs, that equates to 3 CEOs, none of which were women
(Catalyst, 2019; CTI, 2019; Wahba, 2020). Given the current available talent, the representation
of Blacks at the CEO level should be at least 10%, or 50 (CTI, 2019; Korn Ferry, 2019). Black
women hold 1.3% of senior management and executive roles within S&P 500 firms and 2.2% of
board of director roles within Fortune 500 firms, these numbers have not changed much over the
last decade (Allen & Lewis, 2016; Donnelly, 2018; Lang et al., 2011; Peterson et al, 2007; Smith
et al., 2018). One may begin to question whether or not the talent is available. The United States
Census Bureau (2018) recently completed a special Black history month report that showed the
rate at which Black women are receiving bachelor degrees has grown by 25.4% since 1940, see
Figure 5. The talent is available and often already present within the organization.
The question becomes where do these graduates end up? When taking a closer look at
women and their career progression, there is a gap where women enter the workforce in mass but
quickly fall behind. When looking at the ratios of career progression of men and women in
corporate America, for every 100 men (all races) promoted to management, 72 women (all races)
are promoted, comparatively 58 Black women are promoted (LeanIn, 2020; McKinsey
29

Figure 5
Black Education on the Rise

Note. Degree completion growth for U.S. Black population age 25 and older with bachelor’s
degree or higher. From “Black Education on the Rise” by United States Census Bureau, 2018.
(https://www.census.gov/library/visualizations/2018/comm/black-education.html). Copyright
2018 by United States Census Bureau.

& Company, 2019). There is also a severe disparity in pay for Black women, for every dollar a
White man earns a Black woman earns sixty-two cents (BLS, 2020d; Catalyst, 2020e). The
equal pay for equal work legislation in 1964 was supposed to correct this gap, but it has not.
Some companies are very clear about where they stand on the issue of racial inequity. In
2016, Ben and Jerry’s, an ice cream manufacturer in northeast United States, took a serious step
in starting the dialogue within their company about racial inequities within the United States.
They created a page within their company website titled “7 Ways We Know Systemic Racism is
30

Figure 6
“7 Ways We Know Systemic Racism Is Real”

Note. Summary of the impacts of systemic racism on Black people in America. From “7 Ways
we Know Systemic Racism is Real” by Ben & Jerry’s, 2016. (https://www.benjerry.com/home/
whats-new/2016/systemic-racism-is-real). Copyright 2016 by Ben & Jerry’s

Real”, highlighting facts scholars have discussed for decades, with memes available to share on
social media. Those memes are shown in Figure 6 (Ben & Jerry’s, 2016). Research data
continues to show “Blacks are disproportionately affected by a number of high-profile national
issues, including over-policing and mass incarceration, gun control, voter suppression, and
widening income and education disparities” (Newkirk, 2019, p. 22).
31

When discussing increased representation in executive leadership, interest convergence is
a key factor (Crenshaw, 1995a; Delgado & Stefanic, 2017). Racism is firmly embedded in every
aspect of the culture within the United States and it creates an environment that allows White
people to remain oblivious to the benefits and effects of White privilege and how those
privileges result in a very exclusive work environment (Harper, 2012; Solorzano & Yosso, 2002;
Sue, 2005). The traditions of racism in the United States have formed these hierarchies within
society about who should and who should not have access to certain positions of power (Delgado
& Stefanic, 2017; Ladson-Billings, 2013). The embedded nature of racism and bias helps
explain why despite good intentions many organizations are not making the progress expected in
the pursuit of equity and inclusion (Banaji & Greenwald, 2016; Delgado & Stefanic, 2017;
Dobbin & Kalev, 2016). The impacts of unconscious bias are explored in a subsequent section
of exploring the cultural context for Black women in corporate America. Decision makers have
preferences and expectations about what leadership looks like, this bias precludes Black women
from being the expected or accepted leadership architype (Harris, 2009; Harts, 2019; Newkirk,
2019). The historic racism that shapes implicit bias impacts decisions that are made (Banaji &
Greenwald, 2016).
In recent years, and in the wake of the highly publicized murder of George Floyd, more
corporations began to discuss and look for ways to address the systemic racism that exists in
every aspect of United States’ culture (Akpapuna et al., 2020; Dover et al., 2020; Zheng, 2020).
Racism and bias have impacts on corporations, government, legal and judicial systems, and
financial institutions (Bell, 1995; DiAngelo, 2011; Eberhardt, 2019). Racism plays a role in
every facet of the Black experience in America, even healthcare, as witnessed in the disparity of
impacts of the COVID-19 pandemic in the United States (Interlandi, 2019; Villarosa, 2019).
32

APM Research Lab has documented the current COVID-19 pandemic impacts are 2.4 times
higher for Blacks than Whites in the United States (Gravlee, 2020). There is also a severe
financial discrepancy between Blacks and Whites, on average White Americans have seven
times the wealth of Black Americans (Lee, 2019). That type of disparity does not just happen,
there are systems in place maintaining the status quo of power within the United States. Black
people make up approximately 13% of the United States population, they hold less than 3% of
the nation’s total wealth and 3.2% of executive and senior-level positions within corporate
America (CTI, 2019; Lee, 2019). Black people continue to experience the mental, physical and
financial effects from centuries of dehumanization (Lee, 2019; McGee & Stovall, 2015;
Solorzano & Yosso, 2002). This dehumanization makes it practically impossible for corporate
leaders to visualize Black CEOs and executives.
In corporate settings, Black women must overcome the notions that they are not as smart
or capable as their White counterparts (Crenshaw, 1995a; Eberhardt, 2019). Thirty-five percent
of Black employees reported having their intelligence and capabilities underestimated and
questioned at work (CTI, 2019). Research has also shown Asian and Black women as a group are
least likely to feel like they are valued or have a sense of belonging within professional settings
(CTI, 2020a). Black women are repeatedly asked to prove themselves and demonstrate aptitude
and mastery not aptitude and potential like their White counterparts (Bertrand & Mullainathan,
2004). Once a Black woman overcomes the questions of her capabilities she must also deal with
the stigma of being angry and aggressive (Abrams et al., 2014; Austin, 1995; Crenshaw, 1989;
DeGruy, 2017). Racism has kept Black women out of key positions as evidenced by the
existence of only one Black female CEO in the history of the Fortune 500, Ursula Burns of
Xerox (Catalyst, 2019; Donnelly, 2018). Accepting the comprehensive realities of the historical
33

and modern-day racist practices is a critical element in moving forward and defining a path
towards inclusive coexistence (Crenshaw, 1989; Eberhardt, 2019; Newkirk, 2019). BFEs and
HPBFs must deal with racism and persevere despite its presence.
Sexism
Throughout the history of most cultures around the globe there has been the presence of a
patriarchy in which men possess most positions of power and authority. The United States is no
different; it is a fairly recent development that women can obtain lines of credit, own property,
exercise the right to vote, etc. as demonstrated in Figure 3 (Milligan, 2017; National Archives,
2019). Men have dictated what women are and are not allowed to do throughout history.
Women in the United States are battling traditional and modern forms of sexism. In corporate
settings, sexist policies often have a greater impact on Black women as they are, more often than
their White counterparts, the primary financial provider for their families (Abrams et al., 2014;
CTI, 2015; Lean In, 2020; Lee, 2019). As with other things like healthcare, education, and
finance, career advancement challenges for Black women are categorically the same as other
women but the magnitude of impact is more severe (Eberhardt, 2019; Newkirk, 2019). For
example, when looking at entry level to C-Suite progressions, as shown in Figure 1, 60% of the
initial representation of White women progress to the C-Suite, by comparison to 22% of the
women of color. Within the private sector Black women account for 1.7% of all executive and
senior management positions (EEOC, 2018). Black women hold 1.3% of senior management
and executive roles within S&P 500 firms and 2.2% of board of director roles within Fortune 500
firms (Allen & Lewis, 2016; Donnelly, 2018; Lang et al., 2011; Peterson et al, 2007; Smith et al.,
2018). Research data shows the benefits of having a gender diverse leadership team, yet
something keeps organizations from taking full advantage of their diverse resources (Herring,
34

2009; McKinsey & Company, 2007). As of 2017, women represent over 45% of the available
workforce, and they are fighting to be represented at every level of private and public hierarchies
(Catalyst 2020c; McKinsey & Company, 2019). Black women need to be part of that
representation.
Behaviors associated with sexism provide an explanation and understanding of the low
level of female representation in leadership roles and how gender characteristics and
expectations are propagated in society, generation after generation (Barreto & Ellemers, 2005a,
2005b). Combatting the various manifestations of sexism, coupled with the academic and
professional advancement many women have already achieved, may be the path to dismantling
centuries of sexism and give rise to broader adoption of feminist views (Caprino, 2017; Ellemers
& Barreto, 2009; Reger, 2014). The core tenet of feminism is that women should have equal
access and opportunity just like their male counterparts, but people cannot seem to agree on what
that really means and how it should manifest itself within corporate culture (Ahl & Marlow,
2012; Caprino, 2017; Reger, 2014).
Sexism drives gender inequality and fuels discrimination in the workplace and within
organizational policies (Heilman, 2001; Stamarski & Son Hing, 2015). The historic roles of
women in American society require women to be invisible in the workplace; society and media
portray men as strong leaders, while women are often penalized for exhibiting strength (Griffin
et al., 2016; Heilman & Parks-Stamm, 2007; Smith, 2014). Throughout history men have held
most of the structural power, while women have dyadic power due to male-female dependency
for species survival (Glick & Fiske, 1996, 1997, 2011). Sexism provides insight into the history
of behaviors toward women, and how thoughts on women have evolved yet remain rooted in
35

many antiquated historical expectations. All women must overcome the historic patriarchy
(Austin; 1995; Delgado & Stefanic, 2017; McKinsey & Company, 2019).
When women are portrayed as leaders it is primarily in female markets, like fashion or
cosmetics, what some researchers call the “pink ghetto” (Smith, 2014). The repeated images,
coupled with stereotypes of behavior and role, help set expectations and lead decision makers to
believe women are not a good fit for leadership roles (Banaji & Greenwald, 2016; Heilman,
2001; Heilman & Caleo, 2018; Heilman & Parks-Stamm, 2007; Smith, 2014). As women aspire
to executive leadership roles they must find a way to overcome decades of masculine skill
descriptions, and the narrative that women are docile and emotional (Heilman & Parks-Stamm,
2007; Pacilli et al., 2018). The perception that promotion decisions are based on merit assumes
that everyone in the pool is viewed the same, it is a male construct, and most HR policies do not
mitigate for gender norms (Ahl & Marlow, 2012; Heilman, 2001; Vinkenburg, 2017).
Organizations need to define and enforce HR policies that protect women from discrimination,
and both benevolent and hostile forms of sexism (Heilman, 2001; Wiener et al., 2010).
As with other issues facing Black women, confronting, discussing and addressing acts of
sexism rarely occur (Gervais et al., 2010; Wiener et al., 2010). There are several laws to hinder
harassment and discrimination against Black women, but when looking at current representation
levels in executive leadership, at 1.7%, it is hard to tell if these laws are effective or properly and
consistently enforced (BLS, 2020a, EEOC, 2018; McKinsey & Company, 2019). Women and
POC are demanding change. Almost every initial construct is designed for men, without
consideration for women, from cell phones to seat belts and airbag systems, and this invisibility
finds its way into corporate decision making (Ely, 2015). Transitioning from antiquated
36

traditions is a process, and corporate America is not immune to these influences and factors, as is
demonstrated in the current demographics.
Cultural Context – Black Women in the United States
United States Gender Norms and Expectations
When looking to understand the current level of representation of Black women in the C-
suite, one should also consider the gender norms and expectations within the United States
culture. After considering racism and sexism and their combined impact on corporate decision
making, there is a cultural context juxtaposed with the historical context. Gender norms are
defined by society and set expectations for ideal behaviors and roles for each gender (Pearse &
Connell, 2015). The roles and expectations of women are shifting, but they are still heavily
shaped by centuries of tradition, defined long before women led Fortune 500 companies
(Gieseking, 2007).
Women in the United States have been defined as caregivers, mothers, and wives. Men
have been defined as leaders, providers, and captains of industry. From an early age,
women/girls are indoctrinated to believe they should be seen and not heard or that they need to
be rescued. Women are groomed to be of service to their male counterparts (Heilman & Parks-
Stamm, 2007; Pearse & Connell, 2015). Women are expected to be the primary caregivers of
children which results in career interruptions and a limitation of hours that can be worked
(Bertrand et al., 2010). Women often execute twice as much unpaid work than men – raising
families, taking care of elderly or sick parents, completing household chores, etc. (Catalyst,
2017; McKinsey, 2019, 202b). The lack of flexibility to travel and work long hours contributes
to the gap between male and female earners, and stifles female career progression (Bertrand et
al., 2010; Guadagno & Cialdini, 2007; Kelly et al., 2010). Organizations have expectations of
37

their leaders, the more responsibility one has, the more they are expected to work and adjust their
personal schedules to accommodate work, this is a traditional male construct and has clear
negative impacts on women in corporate settings (Cohen, 2013; Heilman & Caleo, 2018; Kelly
et al., 2010).
Gieseking (2007) studied gender norms in United States women from 1937 to 2006
looking to understand how they are defined, modified and passed down from generation to
generation. Consistent with the world around them there was a dramatic shift in the expectations
of women in the late 1960s. The earlier classes reported expecting to marry and have children
after graduation, limited their studies to approved majors, and one student even shared a story of
being discouraged from applying to medical school at Harvard because it might result in a man
not being able to take care of his family (Gieseking, 2007). Although present day discussions are
not as blatant, the undertones of this sentiment remain (Sue, 2010; Walters, 2018). Women with
career aspirations must manage to do so without interrupting their gender assigned roles.
Unconscious Cognitive Functions – The Role of Bias
A key element of addressing diversity is human behavior. Cognitive functions speak to
how humans process information, and having incomplete information or information portrayed
through a traditional lens can have negative impacts on the decision-making process within
corporate executive structures (Banaji & Greenwald, 2016; Bromiley & Rau, 2016). Social
Cognitive Theory (SCT) defines those innate tribal aspects of human behavior and learning, it
defines the individual as an agent, regulating one’s own development, experiences and evolution
(Bandura, 2000, 2001, 2005). SCT is used to connect the cultural environment to innate
cognitive functions creating the corporate environment around HPBFs. Getting men who have
traditionally been in power to consider women qualified for, and subsequently select them for
38

key leadership roles requires a positive model (Banaji & Greenwald, 2016; CTI, 2020b;
McKinsey & Co, 2019).
When considering the cultural context HPBFs are working in, the behaviors modeled
around them define what is and is not acceptable, and influence learning and expectations
(Bronfenbrenner, 1979; Smith, 2002; Walton & Brady, 2017). The ability to see yourself in
leadership is very important, organizations need to increase representation so HPBFs understand
achieving executive leadership positions is possible. The culture within the work environment
plays a key role, with three layers of influence – imposed, selected and constructed (Bandura,
2012). Individuals have no control over the imposed environment, but they make decisions
about participation in some selected activities that shape their lives and lastly, they construct
environments and activities in an attempt to exercise control over their lives (Bandura, 2005,
2012).
Cognitive function speaks to an individual’s ability to control his or her actions and
define the types of behaviors they want to see around them (Bandura, 2012, 2018). SCT also
speaks to what people will believe is possible, referred to as self-efficacy (Wood & Bandura,
1989). When considering approaches to increase the understanding and value of diversity within
organizations, addressing cognitive, processing aspects of behavior should be part of the
playbook (Ozyilmaz et al., 2018). A person’s self-beliefs of their capabilities and effectiveness
shape their motivation, and expand their thoughts about what is possible within an organization
(Bandura, 2000; Herold et al., 2007; Wood & Bandura, 1989). SCT can be used to create media
products that highlight and celebrate the desired end-state of an organization or community
(Smith, 2002).
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A major contributor to cognitive function and decision making is learned or visceral
responses (Banaji & Greenwald, 2016). These experiences and learned responses lead to bias.
All human beings have bias. Bias is an unavoidable fact, honed from centuries of developing
human fight or flight reflex; all humans possess implicit or unconscious bias (Banaji &
Greenwald, 2016; Devine et al., 2012; Eberhardt, 2019). Implicit bias is the instinctual,
unconscious reaction the brain has to people, places, things and experiences (Conroy, 2017;
Greenwald & Banaji, 1995; Ruhl, 2020). Unfortunately, these biases can result in negative
feelings and sentiments towards groups of people and situations, based on narrow experiences or
cultural influences (Banaji & Greenwald, 2016; Chow et al., 2013; McGee & Stovall, 2015).
Even the actions of a well-intentioned individual can be negatively impacted by bias - implicit,
confirmation, gender, racial (Banaji & Greenwald, 2016; Heilman & Caleo, 2018; McGee &
Stovall, 2015; Walton & Brady, 2017). Human beings can practice at becoming aware of biases
and positionality and try to be mindful and objective when making decisions (Banaji &
Greenwald, 2016; Vinkenburg, 2017). Implicit Association Test (IAT) research shows a
preference for traditionally White things – names, faces, hairstyles- can contribute to the
negative experiences of Black women at work (Banaji & Greenwald, 2016; Dasgupta et al, 2000;
Greenwald et al., 2002; Opie & Phillips, 2015). Leaders must be aware of the implicit bias
within hiring and promotion practices and not exclude half of their workforce due to antiquated
unspoken rules and stereotypes (Cabrera, 2009).
All decisions related to increasing representation of Black women in the C-suite involve
people making decisions. Understanding unconscious bias has been shown to help people have
more empathy for the complexity of change (Banaji & Greenwald, 2016). Diversity and
inclusion programs are working against centuries of cognitive programming. The negative
40

stereotypes and biases associated with Black women in America are part of this fabric. During
recent social injustice protests in the United States, a protester was carrying a sign that read
“racism is so American that when you protest it people think you are protesting America”
(Ramirez, 2020). This is simple yet profound. Organizations with a desire to create a diverse
and inclusive culture must work to overcome a culture that has long celebrated the confederacy,
slavery and other historical events that are incredibly painful for African Americans and other
POC. This will not be an easy journey, but leveraging SCT and a broadened understanding of
unconscious bias provides another avenue to define an inclusive plan forward. Implicit bias is
present in cultural constructs and they can inadvertently hinder the progress of BFEs and HPBFs.
BFEs were studied to provide insight into how they redefined these constructs for themselves,
and determined they could deviate from the predefined and historical set of expectations and
stereotypes to chart a path for themselves and HPBFs (Harris, 2009; Harts, 2019; Newkirk,
2019). The dilemma for BFEs and HPBFs is making themselves visible in a world that has
historically refused to see them (Stead, 2013; Wilkins-Yel et al., 2018).
Existing Strategies and Best Practices
The core tenet of this research is driving organizational change to create an environment
HPBFs can thrive in. Once organizations identify the best practices that fit their need, they then
embark upon a change initiative to implement new policies and procedures within the
organization (Clark & Estes, 2008; Syed & Kramer, 2009; Wong, 2019). The organization needs
to be able to communicate why the change is important to the business and make genuine
connections with its employees around the change (Herold et al., 2007; Wong, 2019). When
considering best practices and how to move forward McKinsey and Company (2020b) suggest
“success will look different for different organizations, but two things are clear: companies need
41

to address the heightened challenges women are facing, and they need to better support Black
women” (p. 36). The problems and shortcomings of society are well documented, but solutions
and mitigation strategies are not widely understood or implemented. The same holds true for
diversity and inclusion best practices. There are several organizations dedicated to driving
change, yet companies and leaders in positions of authority continue to fail to hold their
organizations accountable for the principles touted in their organizational statements (Newkirk,
2019; Syed & Kramer, 2009). Organizations like Diversity, Inc., Catalyst, Center for Talent
Innovation and McKinsey and Company have been at the forefront of studying how to move
organizations towards increased diversity and inclusion. McKinsey and Company (2007)
partnered with industry to conduct several multi-year studies showing the benefit of a diverse
workforce on a company’s financial performance, and how to create space for women within
organizations. Recent research shows 40% of employees do not feel the current diversity and
inclusion initiatives are effective within their organization (CTI, 2019). Similar to affirmative
action programs, diversity and inclusion programs have improved White female representation
tremendously, but they have not yielded similar results for Black women and other POC (Chow
et al., 2013; Harrison et al., 2006; Kelly & Dobbin, 1998).
Organizations that allow women to network with other women, participate in training and
development programs and encourage mentoring opportunities increase the likelihood of
retention (Cormier, 2007; Pemberton-Jones et al., 2015). Having women in various levels of
leadership helps create role models for those in the pipeline, as well as provide mentors who are
likely to have similar experiences (Steele & Derven, 2015). In addition, opportunities to create
personalized professional development plans can help a woman feel engaged and connected to
her organization (Sanyal et al, 2015). This can allow for flexibility as women work to navigate
42

various life events like caring for elderly family members or starting a family (Carr, 2002).
Organizations can define policies to recognize this growing demographic within the workforce;
policies that allow “caregiver-employees” to define flexible work schedules, have equal access to
support groups and services, and not limit their career potential and development (Heilman &
Parks-Stamm, 2007; Ireson et al., 2018).
CTI (2019) highlighted five diversity and inclusion factors that have positive impacts on
Black women: “(a) clear expectations for inclusive behavior, (b) positive reputation for diversity
and inclusion, (c) clear communication of how promotions work”, (d) the C-suite is committed to
diversity and inclusion and (e) accountability for harassment regardless of rank, position or
perceived value (p. 53). Several of the aforementioned organizations have also taken the time to
document the best practices within organizations that are moving the needle on diversity.
Research has shown opportunities to cross-train within an organization, expanded approaches to
college recruiting practices for women and POC, and the creation of diversity-focused employee
resource groups have a significant positive impact on increasing diverse representation in the
workforce (Dobbin & Kalev, 2016; Hastwell, 2020). Research also suggests creating an
inclusive culture with modified hiring, promotion and development practices (Catalyst, 2015,
2016). Organizations need to address the unique challenges Black women face and create an
environment and culture that supports and values their contributions (Harts, 2019; McKinsey &
Company, 2020b).
In 2019, ELC partnered with Korn Ferry to complete an extensive study on Black profit
and loss (P&L) leaders in corporate America that highlighted the need to be intentional in
developing an organization's Black talent (Korn Ferry, 2019). HPBFs could greatly benefit from
rotation programs, stretch assignments, organizations that encourage taking risks and support
43

them through challenging assignments (Korn Ferry, 2019). Organizations that openly share and
highlight HPBFs increase the likelihood they will connect with internal sponsors, which has been
proven key to career progression (CTI, 2015). Organizations can create programs to develop
HPBFs, provide avenues to broaden networks and train their workforce on unconscious bias
(CTI, 2015). Creating a culture and work environment where Black women can be authentic,
express their views and build a strong internal network can aid in increasing representation at
executive levels (Harris, 2009).
At the core of career advancement is preparation. Employees at all levels must prepare
for and gain an increased level of understanding of the demands of various jobs (CTI, 2015;
Korn Ferry, 2019; Northouse, 2016). This level of development and exposure is critical for those
with aspirations to the executive level. Executive leadership skills vary dramatically from being
an individual contributor or manager, it requires a broad set of skills that include understanding
the business, its customers, products and employees (Northouse, 2016). Organizations
attempting to correct representation gaps must be deliberate in seeking out and training HPBFs
(Beeson & Valerio, 2012; Korn Ferry, 2019). HR must define hiring and promotion processes
that require a diverse slate of candidates to increase exposure and access (McKinsey &
Company, 2019). Organizations with policies that address the needs of the modern workforce are
more likely to retain its employees and have an engaged team. Despite these best practices being
defined and shared broadly, Black women are not seeing the expected progression (Banaji &
Greenwald, 2016; Dover et al., 2020). This research study looked to better understand the
organizational practices driving the current level of representation and if the application of the
prescribed best practices is yielding expected outcomes.
44

The Value of Diversity vs. Displacement
The creation of allies to HPBFs is a critical element in creating an inclusive culture
(McKinsey & Company, 2020b; Catalyst, 2016). Reverse discrimination and fear of
displacement is at the forefront of discussions with White men (DiAngelo, 2011). CTI (2020b)
asked men how important the diversity and inclusion programs were to them in their workplace,
the results are shown in Figure 7. White men across corporate America often view diversity
programs as reverse discrimination and of no benefit them (CTI, 2020b; Chow et al., 2013;
Harrison et al., 2006). Research has shown that members of traditionally dominate group can
view diversity and inclusion initiatives as unfair (Dover et al., 2020; Gentle-Genitty et al., 2021)
These “detractors” do not understand or believe the connection to increased innovation,
improved leadership skills or heightened reputation within their organization (CTI, 2020b, p. 12).
As shown in Figure 7, detractors represent 10% of the corporate population; the real focus of
organizations needs to be on those men in the middle, unsure of where they land, the 48% of
persuadables (CTI, 2020b).
Organizations have slowly begun to realize the value of having people from diverse
backgrounds involved in decision-making (Sanyal et al, 2015). Although well documented, the
value is not widely accepted or understood, it appears to remain in pockets, driven by individual
personalities. Organizations often have a negative narrative about diversity and inclusion
because managers cannot quantify its value or tie it to their business objectives (Kirton &
Greene, 2019; Sanyal et al, 2015). As the CTI study showed most majority men are true
believers or persuadable, positively neutral, they have also noted a desire to be viewed positively
by non-majority members of their organization (CTI, 2020b; Chow et al., 2013). This desire to
appease underrepresented groups, just enough to maintain order, could explain why corporate
45

Figure 7
Majority Men’s Response to: How Important is D&I to You at Work?

Note. Summary of White male responses to diversity survey that measured connection and
relevance to organization. From “What Majority Men Really Think About D&I and How to
Engage Them in It” by Center for Talent Innovation, 2020, p.12.
(https://www.talentinnovation.org/_private/MajorityMenBelonging _Report2-Aug2020-
CTI.pdf). Copyright 2020 by Center for Talent Innovation.

America has not seen a dramatic improvement in BFE representation (Chow et al., 2013).
Although programs like Affirmative Action were designed to remedy discrimination,
some believe the structure of continuing to track people by race is fueling the problem not
solving it; if we want race to be a non-issue, stop making it an issue by tracking representation
(Chow et al., 2013; Harrison et al., 2006). Despite these sentiments, companies with 100 or
more employees and federal contractors are required to comply with Equal Employment
Opportunity (EEO) regulations, and most large corporations have diversity and inclusion
programs (Kelly & Dobbin, 1998; Newkirk, 2019). Following the 2016 election of Donald
Trump as President of the United States, there has been a spike in racial rhetoric between
Democrats and Republicans, highlighting the non-inclusive views of many Americans (Harrison
46

et al., 2006; Newkirk, 2019). There has also been a subsequent spike in diversity and inclusion
jobs. Indeed.com, a job placement website, reported a 35% increase in diversity related jobs in
2018 over the prior two years and 18% over the previous year (Newkirk, 2019).
Organizations cannot remedy decades of institutional oppression instantaneously, but
they can define policies and procedures that make their position clear. Organizations can also
champion and communicate their plans for equity, equality, diversity and an inclusive work
environment (CTI, 2020a, 2020b; Schneider et al., 1996). These plans can emphasize how all
employees are valued, and explain how diversity contributes to company performance and
innovation. This communication campaign should include clear goals, timelines and
accountability measures (Clark & Estes, 2008; Tetlock, 1983).
Creating an Inclusive Culture and Modified Human Resourcing Practices
Culture sets the tone for every aspect of how things get done within an organization (Erez
& Gati, 2004; Schein, 2017). Organizations can have training and development programs,
growth opportunities and innovation but if they have a toxic, exclusive culture they will not reap
the full benefit of their employees’ capabilities. Employees need to feel engaged, valued and
empowered to execute their roles, and have a sense of belonging as demonstrated in Figure 8
above (CTI, 2020a; McKinsey & Company, 2019; Walton & Brady, 2017). According to CTI
(2020a) there are four key elements to belonging: to be seen, connected, supported and proud of
your organization. The key to providing employees a sense of belonging is creating an inclusive
culture, centered around policies that are enforced, and led by leaders that put the spoken beliefs
of the organization into practice (CTI, 2020a; Heilman, 2001; Heilman & Caleo, 2018). Creating
an inclusive environment that understands the value of diversity is a critical first step and a
complex and challenging undertaking (Schein, 2017). The retention of female leadership talent
47

Figure 8
Impacts of Belonging on Engagement, Retention and Loyalty

Note. Results from a study measuring effects on engagement, retention, loyalty, employer brand
and career stall on an employee’s sense of belonging within an organization. From “The power
of belonging: what it is and why it matters in today’s workplace” by the Center for Talent
Innovation, 2020, p. 12. (https://www.talentinnovation.org/_private/ThePowerOfBelonging
_Report1-June2020-CTI.pdf). Copyright 2020 by the Center for Talent Innovation.

requires special considerations and modified policies that do not negatively impact a person
based on gender. For example, research has shown allowing women to re-enter the workforce
without loss of position or level of responsibility, allowing schedule flexibility and providing
care-giving support increases an organization's ability to retain mid-career women (Cabrera,
48

2009). Creating an inclusive environment for Black women requires additional considerations,
due to their intersectionality, like dedicated training and development programs (CTI, 2015).
Professional development is also a key ingredient in positive employee engagement (Fletcher et
al., 2016; Kapoor & Meachem, 2012). Retaining the current talent is critical within any
organization, as the cost of training new employees can be 1.5 to 2.5 times the employee’s
annual salary (Cascio, 2006; Spencer & Gevrek, 2016). Another strategy is to provide career and
executive coaching via external consulting firms (Dagley, 2006). Coaching is considered a
viable strategy due to its ability to maximize personalized development and guidance (Dagley,
2006).
Once an organization has a leadership team that understands the value of diversity and
inclusion, and they identify the talent within their organization, leaders must then take steps to
retain the talent they have acquired (Beeson & Valerio, 2012; Heilman, 2001; Motel, 2016).
Organizations need to recruit and promote a diverse workforce that reflects its customer base
(Derven, 2014; Steele & Derven, 2015). Conger and Fulmer (2003) defined five simple rules to
help organizations build a pipeline of leadership talent. They suggest organizations: (a) create a
system focused on developmental activities not rigid checklists; (b) identify critical positions and
opportunities, then rotate your talent into those positions; (c) communicate succession plans
openly; (d) conduct consistent and timely status checks and (e) succession planning must be agile
(Conger & Fumer, 2003). Leaders must allow their succession plans to evolve over time to meet
the needs of the business. Adopting a position of transparency helps employees know where
they stand in the organization and what is truly valued in roles with increasing levels of
responsibility (Conger & Fulmer, 2003). In order to ensure identified talent is considered for
49

growth opportunities, organizations must modify their hiring practices and require a diverse set
of candidates be considered for positions (Klettner et al., 2016).
Employee Resource Groups
Employee resource groups (ERGs) are voluntary, employee clubs created within a
company to provide individuals with similar affinities a place to connect and help advance the
diversity initiatives within the organization (Cordivano, 2019; Hastwell, 2020). ERGs can be an
effective part of the diversity and inclusion framework within an organization and aid in building
a multicultural work environment (CTI, 2020b; Holvino, 2008, 2014;). They are created for
underrepresented groups – Blacks, Asians, Hispanics, LGBTQ, veterans, people with disabilities,
women- within the workplace to help connect the organizations with the specific needs and
concerns of these groups (Cordivano, 2019). All employees can be invited to join the various
groups available; this facilitates broadened understanding of experiences and the creation and
identification of allies (Abramovitz & Blitz, 2015; Gomez, 2020; Hastwell, 2020; Holvino,
2008). These groups serve a double purpose, they also create a safe place for people to connect,
network and garner support from others who may be experiencing similar issues and roadblocks
in the workplace (CTI, 2019; Cormier, 2007; Derven, 2014; Pemberton-Jones et al., 2015).
ERGs typically have an executive sponsor to ensure synergy with the business. Executive
sponsors help secure resources, mentor participants and provide feedback to other leaders to
better support the designated demographic of employees (Derven, 2014; Hastwell, 2020). ERGs
provide opportunities for HPBFs to connect with executives within and outside of their
leadership chain. They also provide opportunities for HPBFs to expand their network and
connect with other employees having similar experiences (Gomez, 2020; Green, 2018).
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Summary
Research has documented the value of a diverse workforce and an inclusive work
environment. Black women are 6.4% of the United States workforce and hold 1.7% of
management and executive positions in the private sector (BLS, 2020a; EEOC, 2018). The
intersectionality of being a Black woman in a male-dominated construct, like corporate America,
can negatively impact professional experiences and career progression (Austin, 1995; Ladson-
Billings, 2013). If companies want to be successful and experience growth they must find room
for Black women at all levels of their organization (Rincon et al., 2017). The best practices and
strategies to increase Black female representation is good for business. Companies are leaving a
possible $5 trillion of GDP dollars untapped, over the next five years, by continuing to ignore the
Black community and not address the on-going economic equity gap (Peterson & Mann, 2020).
There is no one size fits all solution. However, there are proven strategies companies can adopt
to increase and retain Black women in their leadership pipeline (Cormier, 2007; CTI, 2015,
2019, 2020a; McKinsey & Company, 2019, 2020b). Leveraging these proven development
strategies and available resources will help increase yields and significantly increase the
representation of Black females within all levels of organizations.
Clark and Estes’s (2008) Knowledge, Motivation and Organizational Influences’
Framework
The theoretical framework used in this research study was the Clark and Estes’s (2008)
KMO gap analysis framework, and the methodological framework was qualitative (Merriam &
Tisdell, 2016). The Clark and Estes KMO framework was created as a tool to help leaders
implement change and increase performance within organizations. It facilitates simplification
and streamlining of the complex undertaking of organizational change. The Clark and Estes
51

process model contains six steps: identification of business goals, identification of individual
performance goals, identification of performance gaps, causation analysis of the performance
gaps, identification and implementation of KMO solutions, and the evaluation and refinement of
the effectiveness of the KMO solutions (Clark & Estes, 2008).
The KMO gap analysis process begins with completing an assessment of the
organization. Once an assessment is complete and the organization sets a business goal, it is
followed by clear and concise incremental and contributing goals, or individual performance
goals, for the organization. This step facilitates making a connection between the individual
contributors and the organizational goal. In addition to setting goals the organization assesses
critical contributing factors – knowledge, motivation and organizational influences. Knowledge
influences describe the skills and understanding of the stakeholders. Motivational influences
describe the mental and behavioral state of the stakeholders. Organizational influences describe
the cultural setting within the organization, how resources are allocated and policies and
procedures available to support the desired outcome.
Stakeholder Knowledge, Motivation and Organizational Influences
This research study looked to identify the KMO influences that contribute to and
facilitate the ascent of Black women to executive levels. It looked to unearth and validate the
KMO influences that facilitate organizations, in partnership with BFEs, to identify and
implement organizational strategies, by 2022, that increase representation of Black women in
executive leadership roles in corporate settings. In addition, the goal was to provide a resource
for HPBFs, based on BFE experiences and understandings, to aid in their career planning and
development within corporate America.
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Knowledge Influences
There are several knowledge-related influences that contribute to individual success
within corporate America. Organizations need to define what skills are required to succeed at
certain levels within the organization, and then provide development opportunities for employees
to acquire those skills (Aguinis & Kraiger, 2009; Korn Ferry, 2019; McKinsey & Company,
2019). The KMO framework utilizes information, job aids, training and education as the types
of knowledge and “skill enhancement” tools available to an employer or organization to improve
performance (Clark & Estes, 2008, pp. 58-59). Knowledge tools can be used to fill gaps, to train
for specific tasks like hardware assembly, or to prepare for a future need, e.g. educational
courses to develop the leadership pipeline. The KMO framework focuses on four types of
knowledge: factual, conceptual, procedural and metacognitive (Krathwohl, 2002). This research
study focused on procedural and metacognitive influences for BFEs as advocates for creating a
pipeline of HPBFs (Krathwohl, 2002). Since this research study focused on executives, factual
knowledge, the basic understanding of information and terminology of the business, is assumed.
Conceptual influences speak to the relationships between what a person knows and what the
business needs, conceptual knowledge was not identified as a possible gap, similar to factual
knowledge. Procedural influences speak to one's understanding of how to complete a series of
tasks towards an outcome, or the application of acquired knowledge and experiences.
Metacognitive influences speak to a person’s ability to connect factual, conceptual and
procedural knowledge to define strategies, apply knowledge and understand his/her own
limitations on a subject (Frith, 2012; Krathwohl, 2002; Yeung & Summerfield, 2012).
Understanding what knowledge is available to be obtained is a critical element in individual and
organizational performance (CTI, 2019; Clark & Estes, 2008; McKinsey & Company, 2019).
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Table 2
Assumed Knowledge Influences
Knowledge type Assumed knowledge influence
Procedural BFEs need to understand how to leverage the resources and support
available to aid HPBFs in increased understanding of the
business and required leadership skills to advance

Metacognitive BFEs need to be able to explain the knowledge related and
behavioral requirements for executive leadership roles to
HPBFs to develop strategies to address skill or performance
gaps

The selected knowledge influences for BFE in corporate settings are summarized in Table 2 and
detailed below.
Procedural
Procedural knowledge influences speak to one's understanding of how to complete a
series of tasks towards an outcome, the application of acquired knowledge and experiences
(Krathwohl, 2002). BFEs need to understand how to leverage the resources and support
available to aid HPBFs in increased understanding of the business and required leadership skills
to advance. Organizations can create programs to develop HPBFs skills and understanding of
the complexity of the business (Catalyst, 2015; CTI, 2015; Harris, 2009). Executives have
access to high profile special assignments that increase complex, multi-disciplined leadership
skills. Executive leaders can partner with members of the talent pipeline to develop a series of
assignments to better prepare them for executive leadership roles.
BFEs have lived experiences that highlight critical procedural skills required for HPBFs
to achieve executive leadership roles. In order to progress and acquire increased responsibility
BFEs must be able to demonstrate the ability to combine lessons learned and various experiences
to move the business forward. BFEs need to understand how to leverage existing skills to
54

support HPBFs in obtaining additional knowledge required for career advancement (Ambrosse et
al., 2010; Elliot & Hulleman, 2017). BFEs need to increase advocacy and sponsorship for
HPBFs by leveraging the existing resources and support in the organization to align them with
complex assignments that allow a HPBF to demonstrate compound learning so they can further
advance in their careers (Cohen, et al., 2017; Sternberg, 2017).
Metacognitive (Reflective)
Metacognitive influences speak to a person’s ability to connect factual, conceptual and
procedural knowledge to define strategies, apply knowledge and understand his/her own
limitations on a subject (Krathwohl, 2002). BFEs need to be able to explain the knowledge and
behavioral requirements for executive leadership roles to HPBFs to develop strategies to address
skill or performance gaps. In order for employees to progress and grow, they need to receive
feedback on performance, communication and interpersonal skills (Aguinis & Kraiger, 2009;
Mayer, 2011; Pekrun, 2017; Sternberg, 2017). BFEs need to provide HPBFs with access and
exposure to information about evolving complexity along with conceptual and procedural
requirements as HPBFs assume increased responsibility within the organization (CTI, 2019;
McKinsey & Company, 2020b). BFEs can provide this information to HPBFs through the lens
of their lived experiences (Frith, 2012; Patton, 2015; Yeung & Summerfield, 2012).
In order to ensure growth and progression, BFEs need to increase awareness of skills and
gaps for HPBFs (Pekrun, 2017; Sternberg, 2017). BFEs need to use their understanding of
knowledge and skills needs to define strategies to prepare HPBFs and help them advance in
responsibility (Frith, 2012; Yeung & Summerfield, 2012). BFEs need to pull from their
experiences to provide HPBFs tools to overcome and deal with racial and gender bias. BFE can
also utilize their network to identify more allies and opportunities for HPBFs.
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Motivational Influences
The second key element in the Clark and Estes (2008) gap analysis framework is
motivation. Motivation influences play a critical role in the internal workings and thinking of the
individual within the organization being assessed (Ambrosse et al., 2010; Clark, 2015). There
are several motivation-related influences that contribute to individual success within corporate
America. Understanding how people feel about their capabilities and how those capabilities fit
into their organization is a critical element in addressing gaps in individual performance (Clark,
2015). The KMO framework considers task value, expectancy outcome, self-efficacy,
attributions, goal orientation, goals, and affect (Clark & Estes, 2008; Pintrich, 2003). This
research study focused on affect, expectancy outcome, and self-efficacy influences.
Given the history of Black women in America, motivation could prove to be the most
important aspect of the journey to executive leadership ranks. Mental strength and belief in
one’s own talent is often all that a Black woman has in her day-to-day interactions at the office
(Catalyst, 2015, 2016; LeanIn, 2020; McKinsey & Company, 2020b; Sisco, 2020). Affect
influences address an individual emotional response to situations, and how well an individual can
find the positive in less than ideal situations (Conroy, 2017; Sternberg, 2017). Expectancy
outcome influences speak to an individual’s belief that certain actions lead to certain outcomes
(Ambrosse et al., 2010; Marsh et al., 2017; Pintrich, 2003). Self-efficacy influences speak to an
individual’s belief in their ability to succeed, (Bandura, 2000, 2012; Pintrich, 2003; Zimmerman
et al., 2017). The selected motivation influences are summarized in Table 3 and detailed in the
following sections.

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Table 3
Motivation Influences
Motivation type Assumed motivation influence
Affect BFEs need to help HPBFs master emotional response in stressful
corporate situations and settings

Expectancy outcome BFEs need to believe they can help HPBFs achieve career
advancement in their organization

Self-Efficacy BFEs need to believe they have the skills and resources required to
help HPBFs achieve career goals

Affect
Affect influences address an individual’s emotional response to situations, and how well
an individual can find the positive in less than ideal situations (Conroy, 2017; Sternberg, 2017).
Affect impacts an individual’s mindset and influences the level of belief they can achieve desired
outcomes. These influences look at the qualities and merits attributed to behaviors and actions,
and help shape what one believes they need to observe to believe they can be successful at a task
(Ambrosse et al., 2010; Sternberg, 2017). BFEs need to help HPBFs master emotional response
in stressful corporate situations and settings.
Black women are repeatedly asked to prove themselves and demonstrate aptitude and
mastery, not aptitude and potential like their White counterparts (Bertrand & Mullainathan,
2004). Once a Black woman overcomes the questions of her capabilities she must also deal with
the stigma of being angry and aggressive (Abrams et al., 2014; Austin, 1995; Crenshaw, 1989;
DeGruy, 2017). BFEs need to provide insight into affect-related motivational influences on their
mindset and its impact on their career progression and success. BFEs need to be able help
HPBFs increase their political savvy and expand their internal sponsorship network (CTI, 2015;
Harris, 2009). In doing so, BFEs will be able to provide a better understanding of the unspoken
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rules of the organization to help HPBFs successfully navigate their career progression.
Expectancy Outcome
Expectancy outcome influences speak to an individual’s belief that certain actions lead to
certain outcomes (Ambrosse et al., 2010; Marsh et al., 2017; Pintrich, 2003). BFEs need to
believe they can help HPBFs achieve career advancement in their organization. The
intersectionality of being a Black woman in a male-dominated construct, like corporate America,
can significantly impact professional experiences and career progression (Austin, 1995; Ladson-
Billings, 2013). Racism has kept many Black women out of key positions, but not all, as
evidenced by the only Black female CEO in the history of the Fortune 500, Ursula Burns of
Xerox (Catalyst, 2019; Donnelly, 2018). Accepting the comprehensive realities of the historical
and modern-day racist practices is a critical element in moving forward and defining a path
towards active coexistence (Crenshaw, 1989; Eberhardt, 2019; Newkirk, 2019).
Research has shown success breeds more success; if a person believes they can be
successful they are more likely to be motivated to take steps to achieve continued success
(Wigfield et al., 2017). Additionally, it has been demonstrated that a person is likely to pursue a
difficult task if they place value in the task and believe they can complete it (Harackiewicz &
Knogler, 2017). BFEs need to be able to demonstrate what is possible for HPBFs - that
executive leadership is possible (DeGruy, 2017; Wigfield et al., 2017). BFEs need to help
highlight and define reasonable expectations for HPBFs as they define strategies to obtain
executive leadership roles.
Self-Efficacy
Self-efficacy influences speak to an individual’s belief in their ability to succeed and
whether they think they have the aptitude (Bandura, 2000, 2012; Pintrich, 2003; Zimmerman et
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al., 2017). BFEs need to believe they have the skills and resources required to help HPBFs
achieve career goals (Clark & Estes, 2008; DeGruy, 2017). There is a level of perseverance and
resilience, beyond typical expectations, required for Black women to break through the glass
ceiling (CTI, 2019; Harts, 2019; Sims & Carter, 2019; Sue, 2010). Self-efficacy is a critical
element for Black women, as they often need to be their own advocate; unconscious bias leads
many employers to doubt Black women’s capabilities without any data (Borgogni et al., 2011;
CTI, 2015; McKinsey & Company, 2019).
BFEs need to provide insight into how they can help others achieve similar success,
specifically HPBFs. BFEs need to believe they can leverage their position and network to help
HPBFs with or without formal policies and programs (Harris, 2019; Harts, 2019). Many policies
evolve out of grass root efforts created to fill a need or organizational gap (CTI, 2019; Hastwell,
2020). BFEs, like Ursula Burns, have set the precedent and now they have an opportunity to
expand the pipeline and develop the next generation of executive leaders. BFEs need to help
highlight the beliefs required for HPBFs to achieve executive leadership roles.
Organizational Influences
The third element in the Clark and Estes gap analysis framework is the organization.
Organizational influences play a critical role in defining the possibilities and understanding the
culture within the organization (Clark & Estes, 2008; Gallimore & Goldenberg, 2001; Schein,
2017). An individual can have knowledge and motivation but if the organization does not have a
culture that fosters inclusion and growth for all of its employees, it can be difficult to advance
(CTI, 2015, 2020; McKinsey & Company, 2019). Cultural models speak to those unspoken rules
within a system, the unwritten rules employees need to know to get things done and get
promoted (Gallimore & Goldenberg, 2001). The values and beliefs influence of the cultural
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model speaks to the environment within the organization (Clark & Estes, 2008; Schein, 2017).
This cultural model is bolstered by specific policies and procedures designed to codify the
culture or desired cultural change, referred to as cultural settings.
Cultural settings help drive and reinforce the alignment between the spoken cultural
model and the organizations policies and procedures (Clark & Estes, 2008). Cultural settings are
the interactions between people within an organization that create the culture and define how
objectives are accomplished as a unit (Gallimore & Goldenberg, 2001). Organizational decisions
about training policies effect an individual’s access to development and learning (Gallimore &
Goldenberg, 2001). Resource allocations within an organization define what is valued by the
company (Clark & Estes, 2008; Schein, 2017). The cultural model and settings work together to
shape the experiences of employees within an organization (Clark & Estes, 2008; Gallimore &
Goldenberg, 2001). They are used to develop talent, and support the knowledge and motivation
present in the individual (Clark & Estes, 2008). This research study focused on the values and
beliefs within the cultural model related to increasing diverse representation in executive
leadership, and two aspects of the cultural setting: training policies and resource allocations.
Understanding how an organization operates, what they value and what resources are offered to
employees is the third element within the KMO triad of addressing gaps in performance. The
selected organizational influences are summarized in Table 4 and detailed below.

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Table 4
Organizational Influences
Organizational category Assumed organizational influences
Cultural model influence –
values and beliefs 1
The organization needs to promote a culture that supports
the business value of diversity and inclusion

Cultural model influence –
values and beliefs 2

The organization needs to be dissatisfied with current
representation and fully committed to making
meaningful change to increase Black female executive
representation

Cultural setting influence 1 –
training policies
The organization needs to partner with BFEs to define and
implement focused development programs for HPBFs

Cultural setting influence 2 –
resource allocation
The organization needs to allocate resources to BFEs to
identify, develop, and grow internal, underrepresented,
high performing Black female talent

Cultural Model – V alues and Beliefs
The cultural model influence of an organization speaks to the values spoken and beliefs
exercised within the work environment (Clark & Estes, 2008; Schein, 2017). The organization
needs to promote a culture that supports and understands the business value of diversity and
inclusion. Employees within the organization need to understand the latest research
demonstrating the value of diversity and how it applies to their organization (CTI, 2020a;
Herring, 2009; McKinsey & Company, 2019). Recent research shows 40% of employees do not
feel the current D&I initiatives are effective within their organization (CTI, 2019). White men
across corporate America often view diversity programs as reverse discrimination and of no
benefit them (CTI, 2020b; Chow et al., 2013; Harrison et al., 2006). Organizations often have a
negative narrative about diversity and inclusion because managers cannot quantify its value or tie
it to their business objectives (Dover et al., 2020; Kirton & Greene, 2019; Sanyal et al, 2015).
Organizations can champion and communicate their plans for equity, equality, diversity and an
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inclusive work environment and connect them to expected behaviors and business outcomes
(CTI, 2020a, 2020b; Gentle-Genitty et al., 2021; Schneider et al., 1996).
The organization needs to share the connection of diversity and inclusion to the business
goals, future goals and expected outcomes (CTI, 2020a). Diversity and inclusion cannot just be a
set of buzzwords or a slogan; the practices and behaviors of the organization must support an
inclusive environment (CTI, 2020a; McKinsey & Company, 2019). Organizations need to
address the unique challenges Black women face and create an environment and culture that
supports and values their contributions (Harts, 2019; Lean In, 2020; McKinsey & Company,
2020b). Creating a culture and work environment where Black women can be authentic, express
their views and build a strong internal network can aid in increasing representation at executive
levels (Harris, 2009). BFEs need to be able to assess the culture of their organization to
determine if BFEs and HPBFs are valued and can obtain sponsorship (Catalyst, 2004; CTI, 2015,
2020a).
The values and beliefs within an organization is another unspoken but demonstrated part
of the organizational culture (Gallimore & Goldenberg, 2001). The organization demonstrates
beliefs through actions. The second assumed influence emerged following the murder of George
Floyd when many United States based corporations were coming forward, making public
assertions, that they wanted to help close the gap, to increase representation and opportunities for
Black people. The second values and belief influence assumed was the organization needs to be
dissatisfied with current representation and fully committed to making meaningful change to
increase BFE representation. Once organizations have programs in place to increase the
understanding of the value diversity, they need to follow that with actions to increase diversity
(Akpapuna et al., 2020; Churchman & Thompson, 2008; Herold et al., 2007). Organizations
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looking to provide HPBFs with opportunities for executive leadership need to be very clear about
objectives (Herold et al, 2007; Dover et al., 2020). It is not enough to speak about diversity
without taking steps, creating policies and procedures to build it (Akpapuna et al., 2020;
Churchman & Thompson, 2008; Wong 2019). The assumed values and beliefs influences are
two-fold, one focused on the larger culture around HPBFs and the second focused on the
organization looking to provide HPBFs with increased opportunities to fill the representation
gap.
Cultural Setting #1 – Training Policies
Training policies effect an individual’s access to development and learning (Gallimore &
Goldenberg, 2001). Organizations attempting to correct representation gaps must be deliberate
in seeking out and training HPBFs (Beeson & Valerio, 2012; Korn Ferry, 2019). The
organization must define hiring and promotion processes that require a diverse slate of
candidates to increase exposure and access (McKinsey & Company, 2019). Creating an
inclusive environment for Black women requires additional considerations, due to their
intersectionality, like dedicated training and development programs (CTI, 2015). These
programs should include clear goals, timelines, methods of tracking progress and holding leaders
within the company accountable for the program’s success (Catalyst, 2004, 2015; Clark & Estes,
2008; Tetlock, 1983).
The organization needs to partner with BFEs to define and implement focused
development programs for HPBFs. BFEs need to have access to an inventory of the existing
training and development programs available to HPBFs. This will inform their position while
partnering with the organization and HR to define a focused development program for HPBFs.
BFEs need to partner with the organization to create programs that address HPBF needs and
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provide a safe environment for learning (Edmondson, 2019; Rosenbaum, 2019). This
development program should include opportunities for rotation programs, stretch assignments to
expand leadership skills and build professional networks, encourage HPBFs to take risks and
provide support to them through challenging assignments (CTI, 2015, 2020; Korn Ferry, 2019;
McKinsey & Company, 2019).
Cultural Setting #2 – Resource Allocation
Resource allocations within an organization define what is valued by the company (Clark
& Estes, 2008; Schein, 2017). The organization needs to allocate resources to BFEs to identify,
develop and grow internal, underrepresented, high performing Black female talent (McKinsey &
Company, 2007, 2019; Schein, 2017). To demonstrate alignment with spoken beliefs about the
value of diversity and inclusion, the organization must allocate resources to develop a diverse
talent pipeline (CTI, 2015; Clark & Estes, 2008; Schein, 2017). Organizations leading the path
in diversity and inclusion have announced plans to resource those efforts. Microsoft recently
announced plans for a $150M investment to build a pipeline to double Black executives, and
Google announced a $175M investment to increase all underrepresented groups by 30% in
executive roles, with special focus on Black representation (Bass, 2020; Copeland, 2020). BFEs
need to help HPBFs gain access to training and development activities, and those efforts need to
be encouraged and funded by the organization (CTI, 2015, 2020a; Clark & Estes, 2008; Schein,
2017).
Conceptual Framework
Although negative forces play a role in every person’s life, many individuals are able to
achieve great success in spite of burdensome constructs. This study focused on the knowledge,
motivation and organizational (KMO) influences that aid Black women in overcoming the
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burdens and oppression defined through the intersectionality of racism, sexism and gender norms
and expectations to become executives in corporate America. There is an emotional tax all
women must pay when navigating corporate hierarchies (Catalyst, 2016; DeGruy, 2017). Black
women must overcome many invisible obstacles to break through the glass ceiling, and often the
concrete ceiling, to achieve executive leadership positions (Combs, 2003; Khosroshahi, 2021;
Sisco, 2020). The number of Black women in executive roles is not zero, so some Black women
are defying the odds. The conceptual framework for this study looked to capture the burdens,
offset by the positive influences, to achieve success (Maxwell, 2013a). The conceptual
framework is summarized in graphic form in Figure 9. The focus of this study was to unearth
and evaluate the KMO contributing factors and influences that aid Black women in obtaining
executive leadership positions.
The Clark and Estes KMO framework was used to explore the variety of influences on a
Black woman as she attempts to navigate corporate America to gain executive responsibility.
While there are dozens of social constructs that create unnecessary and additional burdens for
Black women, this research study examined overcoming that intersectionality. It examined the
ways in which BFEs navigated their careers, and how they are leveraging their experiences and
position to help other HPBFs. What are the knowledge, motivation and organizational factors
that enable BFEs to help HPBFs persevere and breakthrough the glass ceiling achieving
executive success and responsibility? How can BFEs partner with the organization and HPBFs
to create advancement opportunities for HPBFs? Although Black women are never relieved of
the emotional and cultural burdens, many possess and put to use a strength that defies the
stereotypical narratives within United States culture to achieve success in corporate America;

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Figure 9
Corporate America After Ursula Burns Conceptual Framework

Note. Black women carry the burdens of intersectionality associated with racism, sexism and
gender norms and expectations throughout their corporate career journey. Armed with the
required knowledge and motivation within the right organization, they can break through the
glass ceiling to become executive leaders.

those strengths were explored and leveraged in this research study (Catalyst, 2015, 2016; Harts,
2019; Lean In, 2020; Sisco, 2020).
Intersectionality
Intersectionality considers how the combination of different factors, such as gender, race,
class, sexual orientation and national origin play together and impact peoples experiences
(Crenshaw, 1989, 1995b; Delgado & Stefancic, 2017). The intersectionality of being a Black
woman in a male-dominated construct, like corporate America, can negatively impact
professional experiences and career progression (Austin, 1995; Ladson-Billings, 2013). BFEs
like other WOC, face a unique challenge of being members of several marginalized groups
Racism
Sexism
Gender &
Cultural Norms
Knowledge
How were they trained?
Motivation
It is possible, now what?
Organization
How were they supported?
Intersectionality
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impacting many aspects of their lives (Crenshaw, 1995b). Intersectionality provides insight into
the complexities of being a Black woman in corporate settings. This research study looked to
examine how BFEs were able to navigate beyond these barriers, and use this collection of
features to their advantage. This research study looked to provide additional tools and coping
skills for HPBFs with aspirations beyond individual contributor from the lens of those who came
before them, BFEs.
Summary
Now more than ever before Americans have a better understanding of the racial bias and
injustices Black people face in every facet of everyday life (Ramirez, 2020). Corporate America
is no less complex for Black people (Zheng, 2020). Throughout the history of corporate
America Black women have broken through barriers to achieve great success and contribute to
the growth and prosperity of organizations around the globe (Harts, 2019; Lean In, 2020;
McKinsey & Company, 2019, 2020b). Black women are asked to overcome a wide variety of
institutional, structural and cultural biases and stereotypes to achieve success (Crenshaw, 1989;
DeGruy, 2017; Lean In, 2020). BFEs have overcome the expectations set forth in cultural
narratives and normalcies, the burdens of racism demonstrated through blatant and covert bias,
microinsults, microinvalidations and microaggressions, gender biases associated with being a
woman and the intersectionality of all these factors simultaneously (Austin, 1995; Catalyst,
2016; Korn Ferry, 2019; Ladson-Billings, 2013; McKinsey 2019, 2020b)..

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Chapter Three: Methodology
The purpose of this research study was to explore the degree to which Black female
executives (BFEs) are able to increase the probability of success for high potential Black female
(HPBF) employees and managers to navigate to the executive ranks. A qualitative,
phenomenological, evaluation study approach was used to determine and highlight the unique
experiences of BFEs from their perspective (Merriam & Tisdell, 2016). The study examined the
knowledge and skills, motivational influences, and the organizational constructs of BFEs.
Interviews were utilized to understand and capture the influences, contributors, and enablers that
impact BFEs’ ability to help HPBFs with respect to their career advancement (Creswell &
Creswell, 2018). The details of the implemented methodology, research approaches, data
collection, instrumentation and analysis are summarized in this chapter. This chapter also
includes a summary of the ethical implications of this study and a discussion of my positionality.
Research Questions
The following research questions were used to guide this study:
RQ1. What organizational solutions do BFEs recommend for organizations with the goal of
increasing representation of Black women in leadership?
RQ2. What is the interaction between organizational culture and context and stakeholder
knowledge and motivation that either facilitates or limits BFEs in identifying and
recommending organizational strategies for increasing growth opportunities for HPBFs in
corporate settings?
RQ3. What are the recommended knowledge and skills, motivation, and organizational
solutions to help BFEs increase leadership opportunities for HPBFs?
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Overview of Methodology
The research design for this study was qualitative. Qualitative research looks to
understand experiences and the interpretation of those experiences (Merriam & Tisdell, 2016).
Specifically, a phenomenological, evaluation research study was conducted. The study took an
in-depth look at the experiences of BFEs. The current level of Black female managers and
executives, in the private sector, is 1.7%, and their existence is still viewed as an anomaly
(Austin, 1995; Banks, 1995). Therefore, phenomenological inquiry was fitting to summarize
personal perspectives on breaking through the glass ceiling and obtaining executive leadership
positions (Creswell & Creswell, 2018; Merriam & Tisdell, 2016; Patton, 2015). The association
of assumed KMO influences to the interview and research questions is summarized in Appendix
A. The identified and validated KMO influences are summarized and discussed in Chapter Four
and the recommendations, based on the findings of this research study, are summarized and
discussed in Chapter Five.
Data Collection, Instrumentation and Analysis Plan
This research study utilized interviews as the data collection method. The details of the
approach are provided below, and these sub-sections include a summary of the participating
stakeholders, instrumentation, data collection procedures and protocols, and data analysis tools
utilized. The data collection discussion also includes a summary of the credibility and
trustworthiness of the selected data collection approach.
Interviews
The purpose of this research study was to explore the degree to which BFEs are able to
increase the probability of success for HPBFs employees and managers to navigate to the
executive ranks. Interviewing women who have achieved the desired level of responsibility is
69

the best way to get first-hand insight into those experiences (Fink, 2012). Participants were
asked to participate in video interviews for data collection. Interview questions provided an
opportunity for BFEs to share personal experiences related to helping HPBFs achieve corporate
success, they also were asked questions about their personal career experiences and the
organizations they have worked within. The goal of this research study was to increase the
probability of success for HPBFs employees and managers to navigate to and thrive in the
executive leadership roles by providing insight into lived experiences of BFEs. BFEs were
asked questions to examine the assumed procedural and metacognitive knowledge influences and
how they are leveraged to help HPBFs within their organization. They were asked about the
roles of affect, expectancy outcome and self-efficacy as they work to help HPBFs navigate a path
to executive leadership. The interview protocol also allowed BFEs to share organizational
experiences within which they were able to thrive as well as dysfunctional organizational
cultures and how they navigated beyond and within them. BFEs were interviewed to unearth
critical KMO influences required to assist HPBFs with their career progression and success. The
interview protocol that shaped these discussions is detailed in Appendix B. As expected in
qualitative research the discussions evolved as interviews were conducted. Although the
questions defined in the initial protocol were used, the order was modified slightly after the first
two interviews to improve the flow of the conversation and data collection (Creswell &
Creswell, 2018; Patton, 2015). Details of the evolution of the interview protocol are noted in
Appendix B.
Participating Stakeholders
The stakeholders defined for this study were BFEs, HPBFs and human resources (HR).
The stakeholder group of focus was BFEs. Purposeful sampling was used to interview 12 BFEs
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who have held or are currently holding executive leadership positions in corporate America
(Creswell & Creswell, 2018; Merriam & Tisdell, 2016; Patton, 2015). Maximum variation,
heterogeneity, sampling was used to identify executives from various backgrounds and
organizations (Patton, 2015). However, they one trait they all had in common was their race,
gender and leadership level. Participants were senior level executives within S&P 500 or private
firms with similar revenue, C-suite members, vice presidents, senior directors and directors from
a variety of fields. The BFE participants were from a variety of different educational
backgrounds, business sectors, organizations and regional locations. No participants were in my
chain of command, and there was no pressure to participate (Bogdan & Biklen, 2007a).
Instrumentation
Interviews were conducted using semi-structured questions (Merriam & Tisdell, 2016).
The semi-structured questions were designed to pull on and explore experiences related to the
assumed KMO influences (Merriam & Tisdell, 2016; Patton, 2002). The protocol contained
semi-structured questions and probes to maximize data extraction from interviewees (Patton,
2002). In addition, a combination of “thinking and feeling questions” about the research topic
was used to further understand the experiences of the participants (Krueger & Casey, 2009, p.
50). All participants were asked the same questions, but the follow-up probes varied with
participant response. In order to maximize experiential data collection, structured questions were
not used to understand the demographics of the participants. Questions related to professional
field, years as an executive, and educational background were not deemed critical or relevant
data in answering the research questions, so they were not included. If available, I read
biographies of the BFEs to glean that information prior to the interviews. Interviews were all
conducted individually. The research study aimed to capture the phenomenology of BFE
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experiences in corporate America and how those experiences can help HPBFs (Burkholder et al.,
2020). This research study was conducted by a single interviewer, myself, the details of the
protocol were documented to ensure consistency in collected data through question structure and
appropriate probes (Burkholder et al., 2020). The full list of interview questions and associated
probes are summarized in the interview protocol, which can be found in Appendix B.
Data Collection Procedures
The email solicitation to participate in the study included details on the study, the
purpose, confidentiality and data collection and storage procedures. Each participant was also
provided a summary poster of the study to familiarize them with the topic and intent of the study,
data collection methodology and contact information for myself and my study chair. Prior to
initiating the recording of the interview each participant was asked to acknowledge receipt to the
informed consent form which documented the purpose of the study. The solicitation email
utilized can be found in Appendix C and the informed consent form can be found in Appendix D.
Detailed interviews were used to gather their experiences in alignment with the research
questions (Patton, 2015). Zoom video conference meetings were used for all interviews. The
interviews were scheduled for sixty minutes, with planned content for 45 minutes (Bogdan &
Biklen, 2007b). Zoom was used to record audio and video interactions and create transcripts.
The Zoom software suite was used to automatically transcribe the conversation and to capture
the content of the interviews. The transcriptions were checked and corrected for blatant errors,
some minor errors were expected. The identifying information, such as the participants name
and current or previous organizations, was also removed from the transcripts to ensure
confidentiality, prior to printing the interview transcripts for coding. In addition to transcripts,
the summary notes were taken during the interview. The note sheet was created by importing the
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interview protocol into excel to allow space for notes with each question (Creswell & Creswell,
2018). Following each interview, a post interview reflective memo was completed, to capture
immediate thoughts and any modifications to the research approach going forward. The
reflective memo captured post interview observations, methodology ideas, theoretical ideas and
suggestions and any general personal observations in accordance with the suggestion of Gibbs
(2018).
The recording, along with detailed field notes and reflective memos, allowed for detailed
analysis and data review (Creswell & Creswell, 2018; Gibbs, 2018; Merriam & Tisdell, 2016).
The presence of detailed interview transcripts increased the trustworthiness of the analysis and
credibility of the findings (Maxwell, 2013b). A detailed interview tracking spreadsheet was
created was maintained throughout the data collection process to streamline analysis efforts,
ensure interviews were scheduled and participants had received the informed consent forms
(Merriam & Tisdell, 2016; Patton, 2015). All created files were stored on my personal computer
and interviews remained in the online zoom account, both were password protected. As an
additional protection against a catastrophic issue with my laptop a weekly backup of created files
were copied to a private folder on my google drive, access to this drive was also protected by
password access. Every measure was taken to ensure the confidentiality of the participants and
they were given designations to protect their identities within the various created files.
Data Analysis
The qualitative data collected for this study was analyzed manually. Although the
original plan included the utilization of software coding tools, once data analysis began, it was
clear reformatting interviews for import was not an efficient use of time (Saldana, 2016). The
videos were reviewed and corrections to text was noted on the hard copies of the interviews.
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Interview responses, field notes and comments were coded and synthesized to look for themes,
and were used to assist in analysis and increase organization (Gibbs, 2018; Merriam & Tisdell,
2016). Responses were grouped and coded in alignment with research questions. A combination
of a priori and open coding was used to organize the responses and look for patterns that
emerged (Gibbs, 2018; Saldana, 2016). I expected the data analysis to yield a collection of
themes, analyzed to capture the essence of the phenomenon (Merriam & Tisdell, 2016). Due to
the qualitative nature of the research, no statistical analysis was required or conducted. Although
it was possible, heuristic inquiry was not applied. Every effort was made to manage personal
bias and remain a collector of data without including personal experiences in the data
(Moustakas, 1994).
Credibility and Trustworthiness
This research study was designed and conducted with transparency about the intent of the
study, plans for data collection and dissemination, this study adhered to the accepted criteria to
be viewed as credible and trustworthy (Creswell & Creswell, 2018; Merriam & Tisdell, 2016,
Patton, 2015). Credibility was maximized through stakeholder selection, and adherence to
exploring research questions without any preconceived theories about the results (Creswell &
Creswell, 2018). Data source triangulation was used to increase credibility, the participants were
from a variety of fields and academic backgrounds (Patton, 2015). The BFE participants were
from a variety of different educational backgrounds, business sectors, organizations and regional
locations. In order to improve confirmability, interviews were recorded and transcribed to
minimize misinterpretations of interview responses for the research study (Merriam & Tisdell,
2016). Ethical behavior and honoring commitments to confidentiality were very important for
this research project. Interview rigor was applied through semi-structured interview questions, all
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interviews were conducted with the same set of semi-structured questions but the conversations
were allowed to evolve. The conversation was allowed to flow in the direction most important
to the participant (Salkind, 2014).
Ethics
Based on the qualitative research guidance and protocols defined by Creswell and
Creswell (2018), Merriam and Tisdell (2016), and Rudestam and Newton (2015) the following
ethical framework was utilized for this study. This research study does not have any health-
related ethical concerns, like a medical study or one involving minor children. All participants
were adults, who volunteered to participate after the intent of the research study was explained.
For many underrepresented groups within organizations, there are concerns about retaliation
from leadership for sharing insights and experiences that touch on racism, sexism and the
microaggressions Black women can be exposed to in the workplace. In order to protect
participants from any hardship, all participation in this research study was confidential. The
participants were all adults and their identities were protected and there is no mention of the
organizations they supported or led. It is understood that due to the position of the participant
group, they must be mindful of the use of their name and organizations when discussing such a
sensitive and polarizing topic as racism, sexism and the intersectionality of these items in the
workplace. Great measures have been taken to ensure no personally identifiable information is
shared within the discussion of this research study. Solicitations were sent to participants
requesting participation in interviews; no compensation or incentives were provided. As the
interviewer, I was not in a position of power or authority over any of the participants. The
interview protocol was explained to all participants, and they were given the option to opt out of
videoconference and audio recording. The recordings, interview notes and all data collected was
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only be viewed by me, stored in personal data files, in password protected accounts and a
personal laptop. The interviews were conducted via my zoom account and all related files were
stored there, they were not downloaded or backed up elsewhere. Transcripts of those interviews
were downloaded, all personally identifiable information was removed – names, organizations.
These hardcopies were printed and the videos were reviewed to correct errors in the
transcription. Notes taken during the interviews had no identifiable information and was tracked
by date and time only, numbers were assigned to participants in the order the interviews
occurred. Every measure was taken to protect the identity of the participants and ensure
complete confidentiality.
This research study aimed to provide a guidepost for HPBFs with aspirations beyond
their current position. It also aimed to provide organizations, with desires to expand their diverse
leadership representation, a view into a collection of BFE success stories. It aimed to benefit the
underrepresented BFE population and the businesses they support. The research questions were
answered by BFE who have broken through the glass ceiling, those most capable of speaking to
what it takes to survive and thrive in complex organizational environments as Black women.
These women were able to provide insight into personal and organizational contributors to their
success, thus benefiting other individuals and corporations.
Positionality
This research study was conducted in the time period between Summer 2020 and
Summer 2021 during a very challenging social and political climate. The world was in
lockdown in response to the COVID-19 global pandemic. The United States was emerging from
a polarizing presidential election cycle, the storming of the U.S. Capitol building by
insurrectionists, and experiencing civil unrest following public outrage over the murders of
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George Floyd, Ahmaud Arbery, Breonna Taylor, and countless others (Leatherby et al., 2021).
The question posed in the title of this research study was also answered, two-fold, with the
appointment of Rosalind Brewer to head Walgreens Boots Alliance and Thasunda Brown
Duckett to succeed Roger Ferguson, Jr. at TIAA (Alcorn, 2021; Baer, 2021; Hirsch, 2021). In
addition to two new Black female CEOs in the Fortune 500, Mellody Hobson was also appointed
the non-executive chairwoman of the board of directors of Starbucks (Gross, 2020).
I am a Black woman, experiencing the full burden of the emotional tax associated with
my gender and skin color (Catalyst, 2016). I find myself optimistic and hopeful for change while
simultaneously saddened and overwhelmed by all the senseless anger, fear and exclusion I, and
those like me, experience every day (McKinsey & Company, 2020b). I am educated, having
studied electrical engineering, economics, systems engineering, and conducted this research as a
doctoral candidate in organizational change and leadership (OCL). I must also acknowledge that
I was raised in a middle-class, Catholic family, by educated, attractive, able-bodied, English
speaking, heterosexual parents. Although Black and female, the microsystem of my upbringing
portrayed those as positive traits, a counter narrative to society (Bronfenbrenner, 1979). I
entered into the Rossier OCL program thinking I needed to shine a light on the issues that face
Black women, but I have instead found a gap in the documentation of the accomplishments of
Black women. There is a shortage of research into the positive, unique experiences of Black
women, as most research and statistics combine all WOC or POC together, and devote resources
into exploring the problems and barriers.
I am currently a vice president at one of the top aerospace and defense firms, two levels
below the C-suite. At the time of this study, I was the only Black female vice president with
profit and loss responsibility within my organization. I am part of the primary stakeholder group
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for this dissertation study. As a BFE working in a STEM profession, the biases are often triple-
stacked against me. I continue to rise above the institutional racism, sexism and a variety of
obstacles – both personal and professional. As a BFE in corporate America, I am determined to
help other women thrive not just survive. As a member of this culturally marginalized group I
aimed to evaluate the issue from the perspective of the community of impacted leaders.
Although this research study was emotionally difficult to handle at times, it was incredibly
necessary. My positionality allowed me to frame this study around personal experiences and
suspicions about what is required to succeed and, more importantly, help others. Through the
execution of this study I was able to validate that the burdens, barriers and microaggression are
not my imagination, I am not crazy. Black women are amazing and talented. In spite of all the
obstacles, Black women are phenomenal leaders.

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Chapter Four: Findings
The purpose of this phenomenological, qualitative study was to explore the degree to
which Black Female Executives (BFEs) are able to increase the probability of success for high
potential Black female (HPBF) employees and managers to navigate to the executive ranks. The
objective was to better understand the experiences of BFEs, how they can help other HPBFs, and
their organizations increase representation. The goal of this research is to increase the
probability of success for HPBF individual contributors and managers to navigate to and thrive
in executive leadership roles within organizational constructs. This research study explored the
lived experiences of BFEs, organizational constructs that were supportive of their journey as well
as those that were not, and tools and suggestions for HPBF employees and managers to navigate
through similar challenges. BFEs shared insights and experiences for other Black women and
provided suggestions for organizations looking to increase the representation of Black women
within executive ranks. This research study was executed with the intent of answering the
following research questions:
RQ1. What organizational solutions do BFEs recommend for organizations with the
goal of increasing representation of Black women in leadership?
RQ2. What is the interaction between organizational culture and context and stakeholder
knowledge and motivation that either facilitates or limits BFEs in identifying and
recommending organizational strategies for increasing leadership opportunities for
HPBFs in corporate settings?
RQ3. What are the recommended knowledge and skills, motivation, and organizational
solutions to help BFEs increase leadership opportunities for HPBFs?
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This chapter summarizes the findings from the research, catalogs those findings by KMO
influence, and addresses research question two. Chapter Five addresses research questions one
and three, provides recommendations for HPBFs to utilize while organizations make the shift
and recommendations for organizations with a desire to create an inclusive environment for
HPBFs and increase representation in executive leadership positions based on the validated
influences.
Participating Stakeholders
Interviews were conducted with 12 senior executives from a variety of fields and
educational backgrounds, all of whom were Black women. Solicitations were sent to 16 women
meeting the defined criteria of being a BFE, as defined in Chapter One of this study. Twelve
accepted the invitation to participate. The original intent of this study was to interview 10 BFEs
but more BFEs than anticipated accepted the invitation. The opportunity to gain additional
insight was presented, and two additional interviews were conducted.
The interviews were insightful and allowed an exploration into the lived experiences of
Black women who have attained executive leadership roles within their respective fields. Within
this stakeholder sample were executives from the following industries: aerospace, education,
healthcare, retail and technology. BFEs shared stories of being the only Black executive within
their organizations and often one a few Black women within their field. Due to the low number
of Black women in executive roles across corporate America, additional details about the
demographics of these women are not shared to ensure anonymity is maintained. These women
all voiced a commitment to helping other Black women advance within their firms and beyond.
The interviews had a median duration of 56 minutes and an average duration of 59.8
minutes. Each conversation was framed by the interview protocol in Appendix B, but the
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conversation was allowed to evolve organically. The key topics from the research questions
were addressed and yielded guidance for other Black women with aspirations to executive
leadership as well as organizations looking to address organizational gaps to advance Black
female talent.
Validation Framework
This research study defined presumed knowledge, motivation and organizational
influences required for BFEs to be successful in helping HPBFs navigate the executive
landscape. Existing research and best practices examined in the literature review in Chapter Two
framed these assumptions. This chapter summarizes those assumed knowledge, motivation and
organizational influences and provides an assessment of whether those assumed influences were
validated as an asset or gap, or partially validated or not validated and deemed undetermined.
The following model was used to make the validation assessment within this study for each
influence:
• Asset – asserts that at least 75%, nine or more, of the BFEs noted or asserted mastery
responses consistent with the assumed influence;
• Gap – asserts that at least 75%, nine or more, of the BFEs noted or asserted responses
that highlighted a gap, or unfulfilled need, associated with the assumed influence
• Undetermined – asserts that 75% or less, six or less, of the BFEs noted or asserted
responses consistent with the assumed influence;
Findings for Knowledge, Motivation, and Organizational Influences
The Clark and Estes (2008) framework, along with recent research and organizational
best practices, were used to select the knowledge, motivation and organizational influences
assumed in this study. This research study began in 2019 and a lot has transpired in the United
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States since its inception. The racial and political climate within the United States has made the
framing of this study polarizing. The United States is grappling with accepting its racist past
while trying to move forward towards stated ideals (Brockell et al., 2021; Dutton, 2021). The
United States recently made Juneteenth a federal holiday, a day that recognizes the end of
slavery in the south, while simultaneously, several states have or are in the process of banning
the teaching of critical race theory and history related to racism (Brockell et al., 2021; Dutton,
2021; Emba, 2021; Kilgore, 2021).
The findings showed that in order for BFEs to help HPBFs achieve similar success a
wide variety of skills and opportunities are required. Discussions with the BFEs highlighted
critical aspects of the complexity of being a Black woman in environments that are not always
welcoming and traditionally have been constructed to aid White men in advancement
(Khosroshahi, 2021). BFE5 shared a poignant story about a conversation with human resources
(HR) following her successfully coaching a HPBF into improved behavior that resulted in a long
overdue promotion:
As a Black woman, I can say things to her that you could never say. I could see things,
in why she was showing up a certain way, that you would never interpret properly
because it's not your experience… as a Black woman, I could approach it with her lens
and voice and actually say some things to her that you'll never get away with.
As BFE5 shares here, there are cultural and experiential translations a BFE can provide that
directly increases a HPBF’s understanding of performance feedback. BFEs have valuable
perspectives to offer all employees and a unique ability to help other Black women translate and
navigate the corporate landscape. The full list of assumed influences is summarized in Table 5. .

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Table 5
Assumed KMO Influences and Validation Status
Type Assumed influence Validation status
K1 - Procedural BFEs need to understand how
to leverage the resources
and support available to aid
HPBFs in increased
understanding of the
business and required
leadership skills to advance

Undetermined
K2 - Metacognitive BFEs need to be able to
explain the knowledge
related and behavioral
requirements for executive
leadership roles to HPBFs
to develop strategies to
address skill or
performance gaps

Asset
M1 - Affect BFEs need to help HPBFs
master emotional response
in stressful corporate
situations and settings

Asset
M2 – Expectancy outcome BFEs need to believe they can
help HPBFs achieve career
advancement in their
organization

Asset
M3 - Self-efficacy BFEs need to believe they
have the skills and
resources required to help
HPBFs achieve career goals

Asset
OM1 - Cultural model
influence – values and beliefs
1

The organization needs to
promote a culture that
supports and understands
the business value of
diversity and inclusion

Gap
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Type Assumed influence Validation status
OM2 - Cultural model
influence – values and beliefs
2

The organization needs to be
dissatisfied with current
representation and fully
committed to making
meaningful change to
increase Black female
executive representation

Gap
OS1 - Cultural setting
influence 1 – training policies

The organization needs to
partner with BFEs to define
focused development
programs for HPBFs

Gap
OS2 - Cultural setting
influence 2 – resource
allocation
The organization needs to
allocate resources to BFEs
to identify, develop and
grow internal,
underrepresented, high
performing Black female
talent

Undetermined

Table 5 details whether the assumed influence was validated as an asset, a gap or undetermined,
by participating stakeholders. The subsequent sections of this chapter discuss the knowledge,
motivation and organizational findings in more detail
There were a total of nine knowledge, motivation and organizational influences presumed
for this research study. The knowledge and motivation discussions highlighted existing assets
the BFEs are using to aid HPBFs with executive leadership aspirations. The BFEs demonstrated
a strong understanding of the selected influences identified by knowledge and motivation. The
findings highlighted existing BFE assets in knowledge and motivation, and organizational gaps.
The findings highlighted the need for organizations to define “intentional and purposeful”
policies, procedures, and practices that better support BFEs and other leaders in helping HPBFs
achieve executive positions (BFE1, BFE7). BFEs also shared insights and opinions about what
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organizations need to create a supportive environment for HPBF advancement. In areas where
significant quantities of findings were found, the data is summarized in table form to ensure the
lived experiences and BFE statements are conveyed and shared.
Knowledge – What do BFEs Need to Know?
There were two knowledge related influences assumed during the framing of this
research study, procedural knowledge and metacognitive knowledge. Procedural knowledge
influences speak to one's understanding of how to complete a series of tasks towards an outcome,
the application of acquired knowledge and experiences (Krathwohl, 2002). Metacognitive
knowledge influences speak to a person’s ability to connect factual, conceptual and procedural
knowledge to define strategies, apply knowledge and understand their own limitations on a
subject (Krathwohl, 2002). Three of the BFEs noted the need to understand and leverage the
programs and tools available within their organization. However, all of the BFEs discussed the
need for metacognitive knowledge; the need to be able to explain to other Black women how
behaviors and expectations shift at the executive level. The BFEs interviewed voiced an
understanding of the unique need and ability to help HPBFs, avoid career limiting mistakes,
while working to gain and demonstrate the skills valued in executive leaders. The findings
showed BFEs had procedural and metacognitive assets and are leveraging those assets to help
HPBFs. There were no knowledge gaps validated during the interviews. The findings for the
knowledge influences are summarized in Table 6.

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Table 6
Knowledge Influences and Results
Knowledge type Assumed knowledge influence Validation
Procedural BFEs need to understand how to
leverage the resources and support
available to aid HPBFs in increased
understanding of the business and
required leadership skills to
advance

Undetermined
Metacognitive BFEs need to be able to explain the
knowledge related and behavioral
requirements for executive
leadership roles to HPBFs to
develop strategies to address skill
or performance gaps

Asset

The following sections summarize the procedural and metacognitive knowledge findings.
BFEs shared insights about the knowledge resources available in their organizations; in doing so,
they highlighted an organizational gap that was not previously identified as an assumed
organization influence in Chapter 2. Participating BFEs confirmed the presumed metacognitive
influence as an asset in the interviews. They were well aware of the behavioral adjustments that
must be made by HPBFs to navigate to roles of increased responsibility, and they are helping
HPBFs within their own organizations to work through those adjustments.
Procedural Influence (Undetermined)
Procedural knowledge influences speak to one's understanding of how to complete a
series of tasks towards an outcome, the application of acquired knowledge and experiences
(Krathwohl, 2002). BFEs needed to understand how to leverage the resources and support
available to aid HPBFs in increased understanding of the business and required leadership skills
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to advance for this influence to be determined to be an asset. This influence was not validated
based on interview data.
BFEs interviewed tended to speak about what they were doing to help others, and they
did not focus as much on the resources available within their respective organizations. However,
when probed, three of the BFEs mentioned leveraging informal mentoring relationships and
employee affinity and resource groups. Several shared examples of formal development and
mentoring programs from their experiences that are no longer available within their organization.
BFE1 shared how a prior organization was “known for their people development… development
programs and teaching people, the people business,” but she noted her current organization did
not have a similar focus. The discussions about understanding the resources available often
highlighted an organizational gap rather than a knowledge gap.
All of the BFEs were aware of the resources available in their organizations. However,
there were not many beyond employee resource groups and external organizations and
conferences to specifically aid HPBFs. BFEs shared how some of the resources available to help
them gain knowledge during their career progression were no longer available. BFEs did not
view internal knowledge resources as a critical element in their ability to help HPBFs achieve
executive leadership positions. Many viewed the critical knowledge at the executive level to be
more political in nature. BFE6 noted HPBFs have to:
find a way to immerse themselves in the in the larger community…find those avenues
and we have to help them understand that if you're going to be successful and sustain
yourself in the environment you've got to figure out how to play the game.
Despite lacking the formal resources at times, BFEs maintained ways to successfully help
HPBFs. Procedural knowledge highlights demonstrating the ability to leverage resources
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Table 7
Procedural Knowledge Highlights
Participant Statement Meaning
BFE2 “with [employee resorce
groups] (ERGs) speaking in
general about sharing your
experience and what you've
done or not done, I think
those are ways to help
larger group of people.”

BFE2 leverages the Black employee resource
group to share insights about the resources
available with large quantities of employees
within her organization.
BFE6 “I realized that they had been
audited 28 times in two
years, and the little angel on
my shoulder said
somebody's looking for
something…so I asked for a
comprehensive audit.”
BFE6 reflected on being given roles in very
challenged organizations and having
difficulties unearthing the facts. She
believes HPBFs transitioning into new or
expanded leadership roles should conduct a
thorough assessment of the current state of
the organization so they are not blindsided
by the mistakes of their predecessors.

available to aid HPBFs in increased understanding of the business and required leadership skills
to advance are summarized in Table 7.
Several BFEs shared how there were more resources available to help Black women
during their career progression. BFE8 noted her prior organization sent her to “the Harvard
general managers program, the UCLA African American Leadership Institute and Wharton
development programs.” Although the organizational “investments were significant,” she
deemed the experience and skills attained as “invaluable.” However, she noted the utilization of
those programs had since stopped within the organization. The organization’s decision to stop
utilizing these programs had significantly eroded the preparedness of the pipeline in her opinion.
In discussing the current gap of resources and programs focused on Black talent, BFE9 also
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shared how the opportunities to develop Black female talent had changed over the course of her
career, sharing that in her early days as an executive:
“Companies weren't afraid to say ‘I’m going to do this, just for women and people of
color or women and minorities.’ They weren't afraid to start programs … now some
organizations have gotten uncomfortable with that because we have a few people of
color and women in different places, we don't need to do that anymore, because the
White [men are] going to get mad.”
Other BFEs shared similar sentiments with respect to their organizations; leaders are
trying to find the balance between driving diverse representation goals while trying not to
marginalize White males, which also highlights an organizational gap. As the majority
demographic in corporate executive leadership, White males need to understand why diversity is
important to the organization and the role they are expected to play. As BFE1 stated, “there's a
group of people that I truly call allies, they have specific actions that they've taken… they can
say here's the three exact things that I have done to change it, usually it's tied to the pipeline and
making sure that diversity is represented.”
The lack of validation of the procedural influence is similar to the observations shared in
the Public Broadcasting Service [PBS] documentary, Boss: The Black Experience in Business
(2019). The documentary highlighted how businesses in the United States became focused on
growing Black talent within corporate settings in the 1980s and 1990s. This led to the rise in
executive representation of leaders like Vernon Jordan, Ken Frazier, John Rogers, and Ursula
Burns. Some of these development and training programs focused on growing Black talent still
exist. BFE1 shared how she participated in the INROADS internship program, designed to place
minority interns within firms. She stated her organization “would pay to have diverse interns in
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their company over the summer.” This program provided skills training to new employees and
started the pipeline of future talent. TIAA CEO Thasunda Brown Duckett has often shared how
she was once an INROADS intern at Fannie Mae and how that experience was critical in shaping
her career and her early understanding of business (Gelles, 2019; Sweet, 2016). The lack of
distinct tools and development programs within organizations today demonstrate a lack of value
placed upon prior outcomes. Organizations failed to realize that it was not a one and done type
of activity. Based on the findings, BFEs will continue to work with what they have been given,
and share the tools and resources made available, no matter how scarce.
Metacognitive Influence (Asset)
Metacognitive influences speak to a person’s ability to connect factual, conceptual and
procedural knowledge to define strategies, apply knowledge and understand their own limitations
on a subject (Krathwohl, 2002). BFEs need to be able to explain the knowledge and behavioral
requirements for executive leadership roles to HPBFs to develop strategies to address skill or
performance gaps. All BFEs interviewed shared an understanding, along with examples, of
helping people within their organization better understand the behavioral aspects of executive
leadership. The interview data analysis found this influence to be an asset. The discussion on
this topic resonated with the BFEs and yielded a multitude of examples and anecdotes.
All BFEs shared an understanding of the behavior shift that is required and how it is often
done in the absence of feedback from direct leadership. Several BFEs shared sentiments about
using racial and gender biases of others to their advantage. For example, BFE11 received
growth opportunities because her leadership often underestimated her skills, “if you're the only
one you're never a threat you're the exception.” Discussions included the added complexity and
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stress of navigating corporate and organizational environments during the recent spike in racial
injustices and the global pandemic.
The BFEs shared numerous insights for HPBFs. There were several themes that emerged
around performance, self-advocacy, mentorship, and networking. Table 8 highlights the key
themes and guidance the BFEs had for HPBFs as it relates to preparing for the behaviors
expected at the executive level. BFEs all acknowledged there are adjustments that must be made
as responsibilities increase; they also verbalized their commitment to helping other Black women
understand and navigate through those differences. Finally, they shared experiences that
demonstrated proficiency in helping HPBFs understand them. As an example, BFE4 shared, “we
get recognized for having those decisive qualities and the ability to be resilient, get things done
… and then at some point in your career, you get an indicator that that's not valued anymore.”
She, like many of the BFEs interviewed, discussed examples of adjusting, gaining more
empathy, and increasing soft skills as they became executives. Now they help other HPBFs
make the same transition. The need was not validated as a knowledge gap but instead was
highlighted as an asset within this BFE community. Highlights from their insights and
experiences related to the presumed metacognitive influence are shared in Table 8.

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Table 8
Metacognitive Highlights
Participant Statement Meaning
BFE1 “when you get into some higher
positions the politics really start
coming in and that's where I feel
like it's a little bit more
challenging because what
people are saying, [to] your face
may be different behind closed
doors”

“I don't need to learn the lesson on
my own right, so I will watch
people”

BFE1 was emphasizing the need
to understand the politics at the
higher levels, to observe others
and understand the lack of
transparency that can exist
BFE2 “People are just intimidated [by]
Black women and…you have to
dispel that myth for them”

“pencil in the chat it up time, we
don't like it, but they love it. It
makes you seem personable to
them”
BFE2 was discussing the
importance of taking deliberate
steps to create personal
connections with your co-
workers and leaders. She shared
how these measures worked to
deescalate some contentious
situations during her career
progression

BFE3 “beyond sponsors and mentors,
these are the pillars, these are
the ones you call… to talk to
you off the ledge [and] you don't
feel any judgment”

Would help to have “mentors and
say how do I navigate…having
a hard time [in this area while]
trying to push through my
career”

“this perception that we have to be
strong”

BFE3 emphasized the importance
of building internal networks
and having a circle of trusted
experts to call upon. She
suggested HPBFs become more
vulnerable and ask for help,
release the pressure to be strong.
BFE4 “you're going to find an
opportunity, and sometimes that
opportunity is not going to come
BFE4 emphasized the importance
of HPBFs taking career risks to
grow, building a network, and
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Participant Statement Meaning
in the package that you think it
should come in”

“my network told me what was
really going on… you’ve got to
go to the dinner, you’ve got to
go to social hour, you’ve got to
do the things that build that
network.”

“find some folks who don't look
like you, but can challenge you
in different ways, and who have
the ability to promote you in
different ways”

working for leaders, and allies,
willing to provide feedback and
help you grow
BFE5 “many of us are waiting for
someone else to see our great
work”

“As Black women we nail it, we
get it done, we perform well, we
speak well and that gets you a
couple of levels below the table,
and then that's when many of us
get stuck. And then it's not
about your technical
competency anymore”

BFE5 tells HPBFs to own your
career, understand the political
landscape of your organization,
and be prepared to evolve with
the role
BFE6 “Everything else becomes white
noise around it, because if you
get caught up in it they're going
to get exactly what they want,
and that is to derail you and
prove that you're not competent
that you don't deserve the
opportunity”

“you've got to have a strategy,
you’ve got to know your
environment, you've got to
know where your strengths are,
where your weaknesses are, you
you've got to be able to figure
BFE6 suggested HPBFs not get
distracted by discrimination, use
the systems to the HPBF’s
advantage. She emphasized the
need to stay focused on results,
performance and motivating
your team.
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Participant Statement Meaning
that out and make it work for
you”

“When I leave this place will be
better than I found it, whether
they like it or not. So let's get it
done.”

BFE7 “and then it became clear to me
that there were certain kinds of
roles that some of my peers just
didn't want. They were riskier.
They were ugly. Those were
places where I later learned to
just lean into that and say yes.”

“he let me see stuff long before I
needed to do it… so I could say
Oh, I know how that goes”

“cultivate teams to learn those
subtle things that people don't
tell you about leadership and the
leadership dynamic”

BFE7 shared the importance of
taking challenging roles avoided
by others, understanding skills
before needing to apply them,
and performance in current roles
creating new opportunities
BFE8 “when you're trying to find a
mentor, who's the right one?
what's their value system? And,
quite frankly, not everyone is
willing to offer you that
[support], not everyone is
interested in advancing you,
unfortunately”

“opportunity to really understand
what does it mean as you
advance in your career the
expectations in these new
positions…What got you
promoted is not what's going to
make you successful in this new
position.”

BFE8 suggested HPBFs take
deliberate and focused actions to
find mentors and sponsors, build
relationships and foster open
and direct conversations,
adjusting to the expectations at
the executive level
BFE9 “you’ve got to tell the so what
…not only what you do, but
BFE9 tell HPBFs to find ways to
share their value with leadership
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Participant Statement Meaning
why it matters what value you
bring. It is so important to
understand what your leader
values and what the organization
around you values and those two
things are not always exactly the
same.”

“you have to work both ends, you
have to be willing to work on
yourself and make sure that you
are building a strong track
record of performance that is
irrefutable …take the feedback
when somebody's willing to
give it to you”

“I am always going to be a Black
woman, thank goodness …and
if I internalize the only reason
he did that, they did that, they
said that, or I didn't get it
because I’m a Black woman
then I completely disempower
myself”

and get feedback; make every
attempt not to internalize the
disrespectful, racist, or sexist
actions of others, to just perform
BFE10 “broadening your network in the
company beyond your
immediate work group, where
there are other eyes on you,
seeing you in action, it expands
the group of people who would
say yes she's really good”

“I’ve been coaching a lot of folks
in corporate America about how
to navigate during these times
and, I say, speak your truth
quietly and clearly”

“you have to make it easy for them
to give you feedback”

BFE10 emphasized the need for
HPBFs to understand the
importance of exposure beyond
their immediate leadership,
creating avenues to receive
performance feedback and
honing skills to convey their
thoughts effectively
BFE11 “the soft skills of how, here are
things that people won't tell
BFE11 suggested HPBFs be
prepared to navigate as the only
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Participant Statement Meaning
you… how to knock on that
door and be able to walk in and
be memorable”

“it's how you recover from those
mistakes that determines your
character, that's part of your
reputation. How you interact
with people who respect you
and some who don't”

“why are you constraining
yourself? Because there's
already enough external forces
out there”

and often the first Black woman;
to understand executive leaders
are watching your behavior to
gauge how you respond to
stress; she emphasized the need
to resist the temptation to add
constraints to situations and
opportunities when assessing
readiness
BFE12 “you have to stay steadfast to who
you are…but never burn
bridges”

“I still have to prove myself
…because of my race”

“you have to know your skill set”
BFE12 emphasized the importance
of understanding who you are,
she noted the expectation or
need to prove yourself never
goes away, the need to be
prepared and the importance of
maintaining healthy
relationships

The discussions with BFE about the presumed need to adjust behaviors as HPBFs take on
increased levels of responsibility unearthed a collection of findings. BFEs shared experiences
that demonstrated a proficiency in understanding their organizations and knowing how to help
HPBFs adjust behaviors so they can successfully transition into executive leadership positions.
They emphasized the need for boundaries, expanding networks, addressing conflicts head on,
creating avenues to receive feedback, and performing to attract and retain sponsors. BFEs noted
that as the quantities of positions become fewer, the political and organizational landscape shifts
significantly. BFEs leverage their experiences and insights to help the HPBFs within their
pipelines and beyond. BFEs understand they can often be the only executive resource to some of
these women that truly understand what they are going through.
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Motivation – How and Why Do BFE Believe?
There were three motivation related influences assumed during the framing of this
research study: affect, expectancy outcome, and self-efficacy. Affect addresses an individual’s
emotional response to situations, and how well an individual can find the positive in less than
ideal situations (Conroy, 2017; Sternberg, 2017). Expectancy outcome speaks to an individual’s
belief that certain actions lead to certain outcomes (Ambrosse et al., 2010; Marsh et al., 2017;
Pintrich, 2003). Self-efficacy speaks to an individual’s belief in their ability to succeed and
whether they think they have the aptitude (Bandura, 2000, 2012; Pintrich, 2003; Zimmerman et
al., 2017). All three of these assumed influences were viewed as contributors to helping HPBFs
navigate as well as the BFEs themselves; the influences were not validated. The motivational
influence discussions unearthed a collection of assets the BFEs are already leveraging to assist
HPBFs. The motivational influences became the focus area of the interviews and where BFEs
spent most of their time during our discussions. The interview findings validated how critical
one’s own mindset is when navigating complex corporate environments as a Black woman.
Several BFEs shared examples of tools they leverage to manage stress and those they
share with their mentees, often HPBFs. BFEs shared that managing stress levels is a key
component in how they maintain motivation and mitigate the extra burdens of being a BFE.
They also voiced a relentless commitment to helping other HPBFs advance within, and outside
of, their organization. BFE8 shared, “I started focusing my energy on helping people, helping
other minorities to advance their careers.” The BFEs interviewed unanimously voiced the belief
that they can help HPBFs, are currently helping HPBFs, and plan to continue doing so.
BFEs interviewed provided insight into the stress, isolation, and emotional aptitude
required to gain and maintain access to the executive leadership ranks. It is also worthy to note
97

they voiced a desire to not just help Black women but to help all people who have the required
skills to advance within their organizations and beyond. BFEs recognized the unique ability they
have to help HPBFs. Similar to the knowledge discussions, the motivational influences were all
present despite the unavailability of resources to help HPBFs. The BFEs viewed themselves as a
critical resource for HPBFs. These discussions highlighted the impact of the representation gap.
The lack of Black female representation in the executive ranks limits resources for HPBFs and
places excessive burdens on the BFEs, as they are often the only BFE on their leadership team.
This results in a HPBF not having the ability to connect with a BFE. There are a lot of limiting
factors but the BFEs were committed to doing all that they can to help other HPBFs. The
motivational influence validation findings are summarized in Table 9.
The findings of the discussions about presumed affect, expectancy outcome and self-
efficacy motivational influences are summarized in the following sections. Each section
includes tables that share examples of the rich, quality findings collected. The interviews
highlighted assets that the BFEs deemed critical to their success and the success of HPBFs.
They shared insights about how the current racial climate in the United States, along with the on-
Table 9
Motivation Influences and Results
Motivation type Assumed motivation influence Validation
Affect BFEs need to help HPBFs master emotional
response in stressful corporate situations and
settings
Asset
Expectancy
outcome
BFEs need to believe they can help HPBFs
achieve career advancement in their
organization
Asset
Self-efficacy BFEs need to believe they have the skills and
resources required to help HPBFs achieve
career goals
Asset

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going global pandemic, have had significant impacts on HPBFs and the need to manage stress,
believe in oneself, and persevere despite the challenges faced due to the intersectionality of being
a HPBF.
Affect Influence (Asset)
Affect influences address an individual’s emotional response to situations and how well
an individual can find the positive in less-than-ideal situations (Conroy, 2017; Sternberg, 2017).
BFEs need to help HPBFs master emotional response in stressful corporate situations and
settings. In the wake of the murder of George Floyd, the insurrection at the capital, increases in
racial violence against Blacks and Asians in America, managing stress is incredibly important
and an area of increased focus by the BFEs. All participating BFEs discussed this increased
focus and being increasingly deliberate in helping other HPBFs navigate these challenging times.
As an example, BFE1 reflected on how the racial climate in the United States combined with the
impacts of adjusting family life due to COVID-19 lockdowns have had an excessive impact on
Black women, stating:
if you throw in the social justice things and COVID, even though there was some
movement over the last few years the readings are saying that COVID has taken us back
and those numbers are really going the wrong way now.
It is critical BFEs help HPBFs manage the stress and figure out a way to remain in the
workplace, or else the representation within the executive pipeline will continue to erode.
BFEs shared insights into how they manage their stress and tips for how HPBFs can
manage stress while still growing and navigating within organizational constructs. BFE2 noted
how she resumed an exercise regimen because the stress of being teacher, principal, cafeteria
lady, and executive during the pandemic was beginning to have a negative impact on her
99

behavior. The affect need was determined to be an asset, and was not validated as a gap. BFEs
shared the importance of having help, defining coping strategies, and having a trusted circle of
friends to navigate through stressful times. BFE11 noted, “you find those little villages that
support you and get you through your day to day.” Some BFEs shared personal actions they take
and recommend, such as exercise and meditation. Other BFEs shared examples of how they
defined boundaries at work in an attempt to avoid stressful situations. All BFEs reflected on
how mentors, family and friends helped them survive their career journey, and they now offer
those same services and avenues for the HPBFs they mentor. Highlights of the insights shared
by BFEs about the affect influence are detailed in Table 10.
Table 10
Affect Highlights Organized by Key Sub-Themes
Theme Participant Statement Meaning
Understand
what you
are up
against,
prepare for
it, it is not
your
imagination
BFE1 “First and foremost, it is
letting them know that
they're not crazy”

“stress comes when you are
stuck and you don't have
the options”

BFE1 emphasized the importance
of having exit strategies and
options if positions do not go as
expected, she also wanted
HPBFs to know the stress
associated with their
intersectionality is real
BFE2 “it is a heavy cross to bear,
if you aren't able to bear
the cross I think it's
okay”
BFE2 discussed using stress
relievers to alleviate the added
burden of being asked to
champion diversity or Black
initiatives on behalf of the whole
population; it is acceptable if
HPBFs opt in or out of being the
HPBFs spokesperson

BFE3 “getting me exposed to
how tough this hill was
to climb for black
women”

BFE3 credited early experiences in
helping her understand and
prepare for the unique
challenges within corporate for
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Theme Participant Statement Meaning
“what tends to happen for
me is I have to get past
the hump of we know
they must have brought
her in because they
needed a Black person or
they needed some
diversity. It's like a
movie to me … then they
reach the realization to
say oh my God she really
is smart and she really
can do the job. And so
you almost chuckle to
yourself, because you
look at your credentials
and you look at what
you've done and you're
like and still with all that
you still thought that was
the only reason I was
here?”

Black women and how she has
come to expect them
BFE4 “it's impossible for
someone to understand
what it's like to be the
only in a room… it's
impossible for them
understand I carry a
shield, I have a shield for
self-preservation”

BFE4 reflected on the stress
associated with being the only
Black woman in leadership
meetings and being on guard to
protect her mental health and
well-being
BFE6 “You can't let anybody
define who you are”

“make them deal with you
but not the angry Black
woman way that they
like to talk about or not
in an emotionally female
way. Just walk in the
room, like you belong in
the room and people will
respect that”
BFE6 emphasized the importance
of defining who you are and
standing up for yourself if
colleagues are disrespectful
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Theme Participant Statement Meaning
BFE7 “my fundamental message
is you are here because
you're supposed to be. So
be really comfortable
and confident in
knowing you are not here
by accident and you're
here because you're
supposed to be here, so
act like it.”

BFE7 wants all HPBFs to
understand they belong and have
a right to the opportunity to
excel when given an executive
opportunity
BFE8 “it's very lonely existence”

“You have to try to
overcome being
paranoid, I mean they're
all these things that
you're dealing with just
so you can get to the
point, [where] you can
start performing.”

BFE8 shared that HPBFs need to
understand there will be times of
isolation and loneliness; you
need tools to deal with the stress
of the intersectionality of being a
Black woman
BFE9 “To be a Black woman in
this climate it's important
because of what we
represent for so many
people in our
organizations…it's
important for what we
represent, to the skeptical
non-ally White male
because we’re changing
their perspective,
interaction by
interaction.”

BFE9 reflected on the importance
of HPBFs managing stress
considering the recent surge in
racial issues and creating allies
through performance
BFE10 “you need a support system
and I’m not saying you
need to get a spouse or
partner, but you need a
support system and you
know, for me, it's
girlfriends, it’s my
husband and my
BFE10 emphasized the importance
of HPBFs having a support
system as they navigate their
careers and take on increasing
levels of responsibility.
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Theme Participant Statement Meaning
children. I would never
have been able to do
what I have done in my
career without all of the
above”

BFE11 “it's not about you, it's
about everyone that's
coming after you. And
while that still doesn't
feel fair for some people,
it is just the reality
because there aren't
enough of us still seated
at the table and even
fewer chairing a meeting
at that table.”

“it's how you respond to
those things, and when
you're frustrated come to
your safety zone”

BFE11 wanted to remind HPBFs
that it is about more than just
them, it’s also about the pipeline
behind them; she also
emphasized the need to manage
stressful situations by finding
ways to decompress and then
addressing the situation in ways
that do not reflect poorly on the
HPBFs
BFE12 “tell them to hold on to
their beliefs, don't let
anyone tell you that you
can't do anything”
BFE12 wanted HPBFs to know
they should work towards
achieving all of their goals and
not let anyone convince them of
what they cannot do before they
even try

Practice self-
care
BFE2 “meditating, reading the
Bible, and then I go out
and walk four miles. I
actually started a little bit
of yoga”

BFE2 shared mental, spiritual and
physical tools she uses to center
herself and reduce her stress
levels
BFE4 “find something that just
makes you feel good,
whether it's working with
a nonprofit or
mentoring”

BFE4 suggested HPBFs find ways
to disconnect from the stress of
the office by finding activities
that feed their purpose
BFE5 “I literally walked away
because I wanted that
BFE5 reflected on her decision to
leave an executive position to
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Theme Participant Statement Meaning
balance piece, and I
knew I wasn't giving
myself space to do it…
that's why I’m so
passionate about taking a
pause”

find one better suited for the
lifestyle she desired
BFE7 “We have to take care of
ourselves. We need to
eat well and above all
things we need to move
and sweat.”

BFE7 emphasized the importance
of physical exercise in your
wellness routine
BFE8 “exercise twice a day,
exercise when I get up in
the morning and before I
go to bed at night, so in
the morning it’s to get
me going and at night is
to help me to separate
myself from the rest of
the day.”

“you better have something
else to focus on, a hobby
or something you enjoy
doing outside of work…
being able to manage
your time and yourself,
self-care is important.”

BFE8 reflected on how she uses
exercise to create boundaries, to
disconnect from work; she also
emphasized the importance of
self-care via hobbies and other
leisure activities
BFE10 “age is such a gift… speak
your truth quietly and
clearly

“the biggest one is to be
yourself, I cannot say
that enough, because if
you're not that's when
you start tripping up”

BFE10 reflected on how she has
become more comfortable
defining boundaries with age;
she also emphasized the added
stress that can come with
attempting to be someone else in
the workplace, not being your
authentic self
BFE12 “I think meditation and
prayer is important, I try
to get out and walk I love
BFE12 reflected on taking time for
walks, capturing photos for
future reference; she emphasized
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Theme Participant Statement Meaning
walking in nature… I
love the sunset so when
I’m walking around I’m
taking pictures of
flowers and sunsets and
different things like that,
so that helps to ground
me”

“If I’m not together I’m not
going to be able to help
them get together”

the importance of being
deliberate with her mental well-
being as well as her physical
fitness
Work in
organizatio
ns that
share your
values
BFE1 “where you're really having
to battle with where do I
work and, do they really
buy into and support or
is it all just words and
awareness?”

“If your top three values
are being matched you're
going to be able to
manage the stress
because you're going to
be happy and then you're
in a different mindset
when stress hits or when
conflict hits because
you're in a good place”

BFE1 reflected on the stress of
working in an organization that
clearly doesn’t share your
values, she recommended
HPBFs take deliberate actions to
find roles within organizations
that share their values to reduce
stress
BFE8 “you can’t assume that the
things that we all think
of as good everyone feels
that and that everyone
will embrace them”
BFE8 warned HPBFs to
understand everyone will not see
things as they do, they need to
understand how to work with
people with opposing or
different views

BFE10 “part of being yourself is
knowing does this place
feel right for you or if it
doesn't, and don't waste
your time if it doesn't”
BFE10 suggested HPBFs remove
themselves from organizations
that are not a good fit, to avoid
added stress by trying to make
something work
105

Theme Participant Statement Meaning
Define
boundaries
BFE2 “what's going to make you
happy and what do I
really want my legacy be
and where do I really
want to spend my time? I
think it's a choice for
everyone, that you have
to make.”

BFE2 encouraged HPBFs to
understand what they want and
then to make a choice to go after
it, on their terms
BFE5 “My life is more important.
My joy is more
important. I don't have to
prove who I am, my
career already speaks for
me”
As BFE5 reflected on making
changes following significant
loss, she shared the epiphany
that her personal happiness and
fulfillment was more important
than additional executive
leadership titles

BFE6 “racism is alive and well,
you are going to
experience it. Let them
own that problem it's not
yours…if you let them
take you out of the race
before the pop gun goes
off to start the race that's
on you.”

BFE6 emphasized the need for
HPBFs not to internalize racism
or let it distract them from
performing and contributing
what they have to offer
BFE7 “I learned over time… to
balance out all that
happens over the course
of time at work and to
focus on those things that
are really important, I
could react strongly to
any one impulse without
real benefit”

BFE7 emphasized the importance
of maintaining perspective at
work and focusing on the
significant issues, not allowing
every issue to distract them or
bring about undo stress
BFE8 “having something higher
to aspire to, is what
keeps you in the game
when the going gets
tough, it's what gives you
purpose and helps you
decide what battles to
BFE8 emphasized the need for
HPBFs to find their purpose, to
understand their why to increase
focus on the tasks that support
desired outcomes
106

Theme Participant Statement Meaning
fight and what things that
just kind of fall by the
wayside”

BFE12 “I wouldn't let them
destroy my dreams… I
would say, you know
you're not going to do
that to me and that's the
bottom line.”
BFE12 reflected on early
interactions with leaders who
tried to discourage her, she
emphasized the need to stand up
for yourself no matter what stage
of your career you’re in

The BFEs had a multitude of examples and suggestions for HPBFs. They all noted the
importance of managing stress as an executive and acknowledged the additional stress the
current racial climate in the United States and the global pandemic are having on all HPBFs.
There were themes that emerged centered around HPBFs understanding what they are up against,
and that they need to be prepared for it and understand the extra burdens and associated stress is
not their imagination. They can begin to do this by practicing self-care, working in organizations
that share their values, and defining boundaries. The BFEs demonstrated proficiency in the
presumed affect influence and have valuable insights for HPBFs.
Expectancy Influence (Not Validated)
Expectancy influences speak to an individual’s belief that certain actions lead to certain
outcomes (Ambrosse et al., 2010; Marsh et al., 2017; Pintrich, 2003). BFEs need to believe they
can help HPBFs achieve career advancement in their organization. BFEs shared particular
actions they have taken and plan to continue taking to help diversify their organizations and their
leadership teams. This influence was not validated as a gap but instead the interviews
highlighted this influence as a BFE asset.
107

All participants shared they devote time to helping others navigate this complex situation,
often because they are the only one that can. One BFE shared how she has been the only Black
woman on her respective boss’ leadership team for over 12 years – although her leader has
changed, the racial demographics of the various leadership teams she has been on has remained
the same. The data shows there are Black women at the executive level, but none of the
participants shared stories of being within a cluster of Black women. BFEs shared stories of
being the only Black woman in the room or at the table in most aspects of their work life. Some
had Black male counterparts and White female counterparts, but most of the BFEs have spent
much of their leadership tenure as the only Black woman.
As a result of these experiences BFEs are committed to working with their organizations
to make sure HPBFs are better equipped and prepared, and are doing what they can to diversify
the pipelines of the organizations they currently lead or have influence over. BFEs shared that
they often face challenges when trying to build diverse pipelines. BFE8 shared a story of how
her attempts to add minorities to her succession plan was accepted during review but later all the
minorities were removed by her leadership. She attempted to use her succession plan for another
program looking for talent, but she opened her succession plan to find all the minorities had been
removed without discussion. She called her HR director and said, “my succession plan has
changed…this is not what we turned in.” Although she attempted to work with her organization
to help HPBFs, it was made clear her organization was not ready or willing to advance other
Black leaders. This example highlights an additional gap within another stakeholder group HR
and thus the organization as reported by BFEs. Organizations need policies and procedures that
support their stated goals (Clark & Estes, 2008). The key highlights from the expectancy
outcome discussions in the interviews are summarized in Table 11.
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Table 11
Expectancy Outcome Highlights
Participant Statement Meaning
BFE1 “how do I leverage my network
to say, this is a person, you
should be talking to”

“the importance of the
mentorship and the access to
people who've been there
before”

BFE1 shared her commitment to
leverage her network to help
HPBFs and connect them with
other leaders that understand the
challenges they are facing
BFE2 “I think it's our duty”

“you also need to have mentors
that look like you to help give
you that perspective.”
BFE2 reflected that helping HPBFs
advance is something she does, she
feels it is the responsibility of BFE
to help HPBFs advance; she shared
that within the HPBF’s network
they need other Black women to
help them understand the unique
considerations of that
intersectionality

BFE3 “you want to help remove those
roadblocks and help pave that
way for them”
BFE3 reflected on her role as an
obstacle remover, to help make the
journey of the HPBFs smoother

BFE4 “we still have hidden figures
here that are revolutionizing
work, and so I spend so much
time mentoring and coaching
Black women about how to
transition.”

BFE4 emphasized the importance of
mentoring HPBFs and helping them
make successful transitions into
expanded executive leadership roles
BFE5 “When it was the woman ‘yeah
but she’s got this one thing
she needs,’ ‘she still needs to
work on’ and I’m watching
this dynamic and I called it
out… is this what we're doing
to our women, why is it that
she has this one more thing
and with the men we're
willing to promote potential?”
BFE5 shared an example of how she
utilized her seat at the table during
a diverse talent discussion within
her organization, where the
dialogue differed significantly
when Black women were discussed,
her decision to be an advocate in
public and private impacted the
outcomes of the HPBFs being
discussed
109

Participant Statement Meaning
BFE6 “working at the state level I
would tell them I can't give
you money, but I can give you
exposure…what I have done
is brought you to the table.”

“I couldn't tell you everything,
because some of it, you just
have to live through, but I did
try to prepare you for as much
as I can, this is complicated.”

BFE6 shared how she has helped
grow HPBFs on her team by giving
them stretch assignments and early
exposure to the complexity of
executive decisions and
interactions; she reflected that there
are some things they will need to
experience
BFE7 “it's a matter of confidence,
continuing confidence
building, for people to see that
people like them can not only
be successful, but are counted
on in their organization to do
things that are important and
critical to the to the enterprise.
Because of that, I feel
compelled to talk to people
about what's material”

BFE7 reflected on her approach to
mentoring HPBFs, to help them
look for ways to understand what is
important within their organization
and how to leverage that for career
advancement
BFE9 “And it's so important that, as
busy as we are that we are
opening our arms as wide as
we can to help as many people
as we can, and to also
accelerate and get them
through.”

BFE9 emphasized the importance of
BFEs helping as many HPBFs they
can, to give them opportunities and
help them get the critical executive
leadership roles
BFE10 “how to navigate that first board
position, you need to have
somebody to talk to that's the
bottom line that helps you get
there.”

BFE10 explained how she has shifted
to helping HPBFs navigate to the
highest levels of executive
leadership, boarding of director
positions
BFE11 “You know there's nowhere else
to go…I had reached the top
and was working really hard
and spent the last few years of
my career almost completely,
exclusively focused on
growing people”
BFE11 shared that her priorities
shifted after obtaining the highest
level of leadership allowed in her
organization, she became laser
focused on helping HPBFs and
others excel
110

Participant Statement Meaning
BFE12 “we can pull together and have
some mentorship programs to
say here are the things that
you need to do in regards to
beginning to come and go up
the corporate ladder”
BFE12 reflected on a mentoring
initiative she and her peers did to
increase the readiness of HPBFs in
her field

BFEs expressed a clear commitment and belief they can help HPBFs achieve executive
leadership positions. Several BFEs shared recent examples of how their actions as mentors and
sponsors have helped get HPBFs promoted within their organizations. The presumed expectancy
outcome influence related to believing in the ability to help advance HPBFs was proved to be an
asset the BFEs already possessed and utilized on a regular basis to help many members of their
organization. Several BFEs reflected on how they often partner with White colleagues in
sponsoring diverse talent. The BFEs had insightful ideas and experiences that could benefit
HPBFs as well as the peers of the BFEs looking for effective ways to become allies in helping
increase diverse executive representation.
Self-Efficacy Influence (Asset)
Self-efficacy influences speak to an individual’s belief in their ability to succeed and
whether they think they have the aptitude (Bandura, 2000, 2012; Pintrich, 2003; Zimmerman et
al., 2017). BFEs need to believe they have the skills and resources required to help HPBFs
achieve career goals (Clark & Estes, 2008; DeGruy, 2017). Self-efficacy was a topic that
resonated with BFEs personally and as mentors and sponsors to others in their organizations.
Many voiced the need, as a Black woman, to be self-reliant. They shared examples of isolation
and perseverance. As BFEs discussed helping others navigate the emotional and behavioral
burdens of executive leadership, many shared stories and examples of self-efficacy. This
influence was highlighted as a BFE asset, and was not validated as a gap.
111

BFE5 reflected on her belief in her skills and the unpleasant reality of often having to be
self-sufficient when moving into new roles or organizations, “I can teach myself whatever I need
to know to do the job, so going into roles I was willing to take on new challenges.” Many BFEs
reflected on their early childhood and the values instilled in them by their families to be great
and live without limitations. BFE7 shared:
I was raised in an environment where the expectation was excellence, excellence was
available if you did the work and that it was deserved by all…the anointing already
happened that we all deserved it if we were willing to do the work.
She has continued to leverage those expectations throughout her career and now shares them
with HPBFs. Others shared stories of using obstacles as fuel for performance, BFE11 shared:
My reaction to people telling me what I could not do was I’m going to do it, whether I
wanted to do it or not, just to prove to you that I can. I mean it was like a stubbornness of
don't tell me what I can and cannot achieve that's not your choice, that's my choice.
When the participants were asked if they felt like they could help HPBFs achieve desired career
outcomes their responses were underscored by their experiences and very positive. The BFE
assertions and insights about the self-efficacy influence are summarized in Table 12.
Self-efficacy is a critical element in the success of all human beings, believing in your own
ability to succeed is the first step in any successful journey (Bandura, 2000, 2012; Pintrich, 2003;
Zimmerman et al., 2017). According to BFEs, HPBFs have the added complexity of being
told they are not capable or even expected to be capable of achieving executive leadership
positions. As BFE3 shared the experience of letting her teams:
get past the hump of we know they must have brought her in because they needed a
Black person or they needed some diversity; I’ve watched the cycle, it's like a movie to
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Table 12
Self-Efficacy Highlights
Participant Statement Meaning
BFE1 “If they're open to it, yes,
absolutely…if they've got the right
skills”

“in less than a year, [we’ve added] an
Asian-American and two African
Americans out of six positions”
BFE1 reflected on her belief
that she has the skills to help
HPBFs with the required
capabilities, and shared
examples of how she has put
her skills to use to increase
the diversity within her new
organization

BFE2 “I need to infuse our organization with
more diversity but I definitely have
the power and I’m like where are the
women… we don't have a lot and so
I’m working with the ones we have
but I [wish] we could find more.”
BFE2 emphasized she has the
authority and influence to
change the demographics of
her leadership team and is
driving her HR team to find
more diverse candidates

BFE3 “I now have the ability to bring in
leadership, I could always bring in
entry level and mid-level but I’m
talking about bringing in VPs and
senior directors, etc. … I want to
diversify the slate and I want it to be
where they see this diverse talent that
knocks you off your feet and start
destroying those stereotypes of we
can't find Black talent”

BFE3 emphasized not only her
ability to help HPBFs
advance in their career but
that she is in a position to
help them obtain the highest
levels of executive leadership
positions
BFE4 “yes, certainly, [at the executive level],
I have the ability to define the slate, I
look at the slate, I can put people on
the slate, and the ability to say hire or
promote”
BFE4 emphasized her
confidence in shaping
positions and having the final
decision on who gets certain
senior level executive
leadership positions

BFE5 “I want to say at least 12 Black women
have gotten promoted since I’ve been
there, which even HR directly
attributes to me. And there were a
couple of cases where I had to go to
their bosses and sponsor them, while
BFE5 reflected on the progress
her organization has made
over the last few years since
she joined, she is having a
lasting impact within her
team and the teams of her
peers and colleagues
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Participant Statement Meaning
at the same time, I was mentoring
them to shift some behaviors”

BFE6 “we started about five years ago …we
give them all kinds of job search
services, we coach them through the
job search, we're with them every
step of the way and now 85% of the
women in that group have an
[executive] job”

BFE6 shared an experience
with an organization she co-
chairs that helps mentor
women through the transition
into executive leadership and
how she helped turned things
around
BFE8 “for me that's huge, you have to believe
you can do it you have to have the
confidence that you have what it
takes to be successful at something
because if you don't there's nothing
anyone else can do to get you there.”
BFE8 emphasized the
importance of self-efficacy,
she was very familiar with
the term and shared how she
resonated with the self-
efficacy assertions that
shaped this research study

BFE10 “I find great joy in being able to
provide perspective to people now in
their 40s and 50s and close to their
goals… I’m spending a lot of time
doing that and getting people board
ready”
BFE10 shared how she has
shifted her focused as her
responsibilities and span of
influence have grown, she
fully believes she can help
HPBFs achieve the highest
levels of executive leadership

BFE11 “I had to rise up out of my focus on
work and focus on people and
developing people and helping
people and making that a larger
priority of my day, then it
happened.”
BFE11 reflects on how she
made shifts to her areas of
focus while at work and
began to see a shift in the
development of her team

me because I can already tell it's going to happen, then they reach the realization to say
oh my God she really is smart and she really can do the job.
The emotional strength required by Black women to succeed in challenging corporate
environments is high, all BFEs shared examples of how they had to overcome various obstacles.
The BFEs also reflected on the role their families and upbringing, early school experiences and
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early career success shaped their belief they could be executive leaders. They now help HPBFs
find and stay connected with their inner voice that says - you can do it. The BFEs confirmed this
is a crucial aspect of their success as well as a contributing factor to their success in helping
HPBFs. The self-efficacy discussions unearthed a motivational asset the BFEs possess; all
findings for the motivational influences were considered assets, and not gaps.
Organizational Influences and Findings
The third element in the Clark and Estes gap analysis framework is the organization.
Organizational influences play a critical role in defining the possibilities and understanding the
culture within the organization (Clark & Estes, 2008; Gallimore & Goldenberg, 2001; Schein,
2017). An individual can have knowledge and motivation but if the organization does not have a
culture that fosters inclusion and growth for all of its employees, it can be difficult to advance
(CTI, 2015, 2020; McKinsey & Company, 2019). The organizational context and culture play an
integral role in the success of all of its employees. There were four organizational influences
assumed for this study, two related to cultural models and two related to cultural settings. The
cultural model influences address the values and beliefs of the organization, both presumed
values and beliefs influences were validated. The cultural setting influences speak to how the
organization allocates its resources, one presumed cultural setting was validated the second was
not.
The solutions and gaps identified by the BFEs were heavily aligned to the best practices
summarized in the literature review of this study; it signaled an understanding and awareness of
what is prescribed when trying to address diversity and representation gaps. Many of the BFEs
noted a need for organizations to pay particular attention to Black women if an organization
wants to address current executive leadership representation gaps. Some BFEs asserted that
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programs that help Black women naturally help all POC and women; when you find ways to help
the most marginalized groups, you help the entire population. Both cultural model influences
were validated as organizational gaps. The findings were mixed on the cultural settings with one
being validated and the other, receiving no mentions, was undetermined. The findings of the
organizational influences are summarized in Table 13.
Throughout the discussions with the BFEs there were mentions of organizational gaps
within their current and prior organizations. Although BFEs have figured out ways to help
HPBFs without dedicated training programs and resources, they all noted the need for policies,
procedures and practices that are focused on increasing diverse representation in executive
leadership. There was significant discussion about organizational gaps in training to help
Table 13
Organizational Influences and Findings
Organizational category Assumed organizational influences Validation
Cultural model influence
– values and beliefs 1

The organization needs to promote a culture
that supports and understands the business
value of diversity and inclusion

Gap
Cultural model influence
– values and beliefs 2
The organization needs to be dissatisfied with
current representation and fully committed
to making meaningful change to increase
Black female executive representation

Gap
Cultural setting influence
1 – training policies

The organization needs to partner with BFEs
to define focused development programs
for HPBFs

Gap
Cultural setting influence
2 – resource allocation
The organization needs to allocate resources
to BFEs to identify, develop and grow
internal, underrepresented, high performing
Black female talent

Undetermined

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employees understand the importance of stated diversity goals, the need for clear executive
representation goals, and focused attention on Black men and women to accelerate filling the
executive leadership representation gap. The detailed findings of the four presumed
organizational influences are summarized in the following sections.
Cultural Model Influence – Values and Beliefs 1 (Gap)
The cultural model influence of an organization are the values spoken and beliefs
exercised within the work environment (Clark & Estes, 2008; Schein, 2017). The values and
beliefs within an organization is another unspoken but demonstrated part of the organizational
culture (Gallimore & Goldenberg, 2001). Employees within the organization need to understand
the latest research demonstrating the value of diversity and how it applies to their organization
(CTI, 2020a; Herring, 2009; McKinsey & Company, 2019). The organization needs to share the
connection of diversity and inclusion to the business goals, future goals and expected outcomes
(CTI, 2020a). The first values and beliefs assumption was the organization needs to promote a
culture that supports the business value of diversity and inclusion. BFEs noted that organizations
need to be very vocal and deliberate. They need to train their leaders on the value of diversity
and inclusion. Leaders within the organization need to understand that capable people come in a
variety of packages. Discussions with the BFEs validated this need as a current organizational
gap within their respective organizations. BFE9 shared a story of covering a meeting for her
boss, on a topic she was the expert in, and having “the person open the meeting and say, ‘well, I
know it's obvious that everybody that's here isn't qualified to have this discussion, but we'll do
the best we can [to] try to have it anyway’, I was the only non-principal.” No one in the meeting
attempted to correct the behavior. There was no action taken by BFE9’s leadership to address the
disrespectful assertion that she was not qualified to participate in the discussion; she was Black
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so it was allowed. Many BFEs shared stories of working within organizations that voiced a
commitment to diversity and inclusion but based on progress to date, BFE 8 wondered:
How genuine is it? How authentic is it? Do people want to check the box to say they've
done something so that their image is not tarnished or do they really want to take a look
at the organization's culture?
The BFEs shared several suggestions and insights on what organizations can do to address this
gap within the organization. These suggestions were aligned with many of the best practices
noted in the literature review of this study. The insights on the first cultural model influence
related to the importance of the organization understanding the business value of diversity and
inclusion are shared in Table 14.
Table 14
The Business Value of Diversity and Inclusion
Participant Statement Meaning
BFE1 “people are allowed to be
themselves and when you have an
environment with that it tends to
be more diverse…when you just
authentically accept people, oh
she's got purple hair, okay, did
you see the work that she put
out?”
BFE1 reflected on the inclusive
culture she currently works in by
comparison to her prior
organization and the improved
performance of employees
working in an inclusive
environment. She has witnessed
first-hand the value of diversity
and inclusion

BFE2 “my CEO he's a big fan of diversity
and diversity of thought. He was
excited about it and [it was] why
he wanted me to join the team, to
bring a different perspective… but
being intentional around it is not
something he was a fan of.”

BFE2 reflected on working with her
leadership to get organizational
structure and policies around
diversity in place, to instill more
rigor around the spoken values
BFE3 “my peers understand the
unconscious bias and the
importance”
BFE3 emphasized how her peers
understand the value of diversity
and inclusion but often the
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Participant Statement Meaning
message gets diluted as it makes
its way through the ranks

BFE4 “here’s how we're going to move
our numbers and tie it to your
performance… so that was a very
clear discussion that said it's my
expectation that you as a leader
value diversity”
BFE4 shared how she tied achieving
diverse representation goals to her
leader’s performance evaluations
and incentives. She emphasized
the importance of following
training with clear signals of what
is important for leaders within her
organization

BFE5 “then you have to equip the
employees to understand inclusive
behaviors, unconscious bias,
privilege and allyship, so that it's
a safe space for leaders of color to
dwell at every level”

“Bring folks in so that you're not
thinking myopically which can
happen, and if you only have
folks that you have groomed, it
has to be that healthy tension…
you have to have new eyes in the
room that help you see where
you've gotten myopic”

BFE5 emphasized the need to train
all employees on expected
behaviors to define and reshape
the cultural model; she also
reflected on the importance of
inserting outsiders into leadership
teams to gain diversity of thought
from the homegrown talent
BFE7 “They go do something, go
somewhere else, they don't have
to stay in this environment and
have that experience anymore,
especially if they're capable and
technical”

“we've made changes in how talent
leaders can act on the negative
side, because if they act poorly on
the negative side, there is a
repercussion that is pretty
impactful but what's the impact on
the upside when they really are
advocates for bringing talent
along particularly Black talent and
BFE7 emphasized the sense of
urgency, the need to create
inclusive work environments at a
time of skilled talent shortages,
diverse talent will speak with their
feet and leave non-inclusive
environments; she also
highlighted a policy gap in a lack
of clear rewards for growing
diverse talent
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Participant Statement Meaning
women when they really do it,
what do they get for that?”

BFE8 “the CEO was really an advocate for
diversity and inclusion, there were
a number of initiatives in place,
but people always found a way to
get around them.”
BFE8 shared how her organization
had policies that drove diversity
but leaders spent more time
working around those policies and
obtaining waivers so progress was
incredibly slow; she was
convinced leaders did not
understand the value proposition
of the diversity and inclusion
initiatives her CEO, at the time,
was championing.

BFE9 “work to make sure that leaders at
all levels, understand the
importance of diversity, equity,
inclusion and belonging. And the
leaders have to get it absolutely,
the top leaders have to get it, if
the executive leaders don't get it,
then the organization isn't going
to get it.”

BFE9 emphasized the importance of
executive leadership
understanding the value and
importance of diversity, equity,
inclusion and belonging, to set the
tone for the larger organization
BFE10 “the person heading a particular
business unit, they have to
constantly hit upon that message
all the time about talent and
advancing talent in an
organization and that talent comes
from many different places
BFE10 emphasized the importance
of business leaders to tie talent
development and diversity into
stated objectives, to always
message the importance of
developing a diverse, talented
pipeline of future leaders.

BFE12 “make them feel like they were part
of the culture and that they were
not there, because they have to fill
some quota”

“they say we teach diversity, but in
some places, they really don't
mean it and so it's like I’m
checking off the button that we
have to be diverse”
BFE12 emphasized the need for
organizations to get away from
the narrative that diverse
candidates and leaders are only
there to meet a quota; the
importance of helping the
organization understand the value
everyone can bring beyond the
stereotypical expectations

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The first organizational cultural model influence findings indicate BFEs have had
experiences that shaped their perspectives and opinions about what it will take for an
organization to create an inclusion work environment where diversity initiatives can thrive. This
topic of education around the value of diversity was identified as an organizational gap during
the procedural knowledge discussion and was reinforced and reiterated when BFEs were asked
about diversity and inclusion programs and development programs for HPBFs. BFEs shared the
need for organizations to create more allies through education, and not to rely solely on BFE to
drive the change. There are not enough of BFEs within each organization, as BFE1 noted “my
belief is that the marginalized folks can't change it on their own, and that the people in power,
which are typically White men have to be bought in to change it.” As BFE1 was expressing,
before any organization can drive change, they need to explain why the change is important to
the business and the performance objectives they wish to achieve.
Cultural Model Influence – Values and Beliefs 2 (Gap)
The cultural model influence of an organization speaks to the values spoken and beliefs
exercised within the work environment (Clark & Estes, 2008; Schein, 2017). The values and
beliefs within an organization is another unspoken but demonstrated part of the organizational
culture (Gallimore & Goldenberg, 2001). The organization demonstrates beliefs through actions.
The second assumed influence emerged following the murder of George Floyd when many
United States based corporations were making public assertions that they wanted to help close
the equity gap, to increase representation and opportunities for Black people. The second values
and belief influence assumed was the organization needs to be dissatisfied with current
representation and fully committed to making meaningful change to increase Black female
executive representation.
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BFEs shared the importance of working within an organization focused on taking steps to
increase diverse representation in leadership, and validated the organizational gap. BFE5
emphasized a core belief that “representation matters.” In reflecting on her career, BFE4 shared
that she originally didn't seek executive leadership, because “at the time there was no one who
looked like me” in those positions. HPBFs need to be able to see that it is possible within their
organizations. As BFE7 pointed out “the pace piece needs to be measured and monitored,
because if stellar leaders are seeing that they are not recognized at the same pace as their non-
Black peers… they can opt out.” BFE11 shared she often asks her colleagues, “what are we
doing to make sure we keep people and we advance people? Sometimes everybody knows with a
White guy you're going to take a risk let's take those same risks with women of color and
women.” BFEs asserted that when organizations become committed to increasing representation,
HPBFs will begin to receive the same opportunities to stretch and grow as their White male
counterparts.
Many of the BFEs worked within organizations that require a diverse slate of candidates
during the hiring process, but many also voiced concerns about its effectiveness at changing or
driving outcomes. BFE8 suggested “when we stop trying to circumvent the system and actually
go through the process, then we will get the best candidates for the position.” BFE1 shared her
current organization did not have any specific programs or goals towards diversity, they are
undergoing a massive restructuring and building an inclusive culture is part of the foundation of
the company. The decision to design an organization around inclusion is what many
organizations voice as their aspiration, but similar to BFE1’s firm do not take action until a crisis
ensues. The discussions with the BFEs validated this organizational gap; many of their firms
lacked executive development and training programs and very few of them had dedicated
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development programs for HPBFs. The findings on organizational commitment to drive towards
increased executive representation for Black women, the second cultural model values and
beliefs influence, are summarized in Table 15.
Table 15
The Commitment to Increase Representation
Participant Statement Meaning
BFE1 “any company that's not intentional
and purposeful about it in actions,
I think they'd get stuck in
awareness speak. They may have
the best intentions in the world,
[but you’re] stuck in awareness, if
you don't put action behind it.”

BFE1 emphasized the importance of
taking actions that are aligned
with the words and stated
organizational values
BFE2 “the CEO of the company had great
strides of what he wanted to do
around diversity and he put things
in place, but there was always a
waiver… it's great initiatives but
it's really hard to get the buy in
further down in the organization
and it just becomes this box to
check, we’ve got to make sure we
think about diversity, check, yeah
I thought about it I’m done.”

BFE2 reflected on the ease with
which leaders in her prior
organization were allowed to
work around diversity initiatives;
she emphasized the need for
organizations to take the time to
make sure leaders understand why
they are being asked to build
diverse teams
BFE3 “some of the boards I sit on…where
I can challenge, when I’m looking
at your diversity numbers in 2021
that look the same as 2011, please
tell me how you can figure out
nanotechnology, but you can't
figure out how to bring Black
people to [your organization].”
BFE3 reflected on her experiences
as a board member with access to
detailed data and statistics, the
representation has not improved
much in over a decade;
organizations can solve complex
technical problems but the ability
to create a diverse and inclusive
environment still eludes them.

BFE4 “[executive] job descriptions that we
created are built for White men…
you're judging folks for not
moving, but you haven't created
BFE4 reflected on discussions she
has had within her organization
about job descriptions and
mobility expectations, HPBFs
cannot move to all the same
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Participant Statement Meaning
an environment that we can excel
at.”
places as their White male
counterparts. They must consider
their personal safety as well as the
safety of their husbands, sons, etc.
Since organizations are not
thinking about inclusion as they
make decisions about new
organizational locations, HPBFs
are often removed from the
equation before the selection
process even begins.

BFE5 “And organizations need to make
sure that the table doesn't just
have representation, but it has
representations that can speak up
and that it has representation in
profit and loss functions to shape
the culture of the organization”

“I’m sorry these numbers aren't
good enough for 2020 and what
we represent in the population,
how many talented Black men
and women, and particularly
Black women are there?”

BFE5 emphasized the slow progress
on increasing Black executive
representation, and the importance
of having diverse leadership
representation in profit and loss
roles, that are comfortable helping
to shepherd inclusion discussions
and question the status quo
BFE7 “There are a host of people of color,
women and men, who are Black
in organizations doing their job,
every day, who their leaders count
on but their leaders would not
recommend them for
promotion…they would say they
couldn't live without them doing
their job but that next step to
really sponsoring them or
promotion doesn't happen.”

BFE7 reflected on her experiences
of seeing Black high performers
not receive sponsorship from their
leaders, despite stellar
performance amongst his/her
peers and rarely is that lack of
sponsorship questioned
BFE8 “They can stop checking boxes and
get serious about wanting to
change, I mean, it is not that
hard.”

BFE8 shared her frustrations with
the pace of progress and lamented
if organizations wanted to do
better they would; she was not
sure what her organization was
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Participant Statement Meaning
“what do we need to put in place so
that everyone gets a fair chance
fair access to opportunity,
training, exposure”

waiting for to move into
deliberate, measurable progress
BFE9 “creating those acceleration
programs intentionally and
unapologetically around women
and people of color”

“then we need to hire some senior
people at the table, because you
have to have executive leadership
at the table that understands.”

BFE9 shared that organizations
should not just help HPBFs but all
women and POC because there
are executive representation gaps
for all non-White groups; she also
emphasized the need to augment
existing executive leadership
teams with diverse talent
BFE10 “can't talk about it enough talent,
talent, talent, we want the best
talent… and I want to have that
representation of talent across the
spectrum in my organization”
BFE10 emphasized the need for
leaders to focus on talent
development and recognize that
the best talent will be diverse in
background, gender and race.

BFE12 “to be the President of a Jesuit
college, you have to be Catholic,
so if we're talking about diversity
and inclusion, then we have to
look at all of those perspectives to
say wait a minute, what does this
really mean we can't say we only
have diversity, at a certain level,
and then we cut it off, and then
we end it because it becomes a
problem.”
BFE12 shared an example of a
concrete ceiling within academia
and healthcare that precludes
career progression based on
religious affiliation; she
emphasized the need for
organizations to take holistic
looks at their diversity and
inclusion practices and determine
which rules are antiquated and
precluding people based on race
and/or religion

BFEs shared experiences and insights from their interactions at the executive leadership
table and throughout their careers. Diversity, equity and inclusion is at the forefront of many
organizational discussions and there are gaps in the policies, procedures and expectations set
within organizations. These discussions further highlighted an industry wide organizational gap
and emphasized the need for some modifications to existing policies and procedures to achieve
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stated desired outcomes. When building an inclusive work environment, the BFEs continued to
express the unique considerations organizations must balance if they want to be able to leverage
the full capabilities of their entire workforce. Conversations with the BFEs further illuminated
how the United States workforce has changed, gender norms and expectations are shifting and
the history of mistreatment and exclusion of Black Americans calls for a shift. BFEs shared that
organizations need to make deliberate choices to build and maintain a diverse executive
leadership team. As a result, the findings indicated there is tremendous opportunity for
organizational improvement in this area.
Cultural Setting Influence 1 – Training Policies (Gap)
Training policies effect an individual’s access to development and learning (Gallimore &
Goldenberg, 2001). Organizations attempting to correct representation gaps must be deliberate
in seeking out and training HPBFs (Beeson & Valerio, 2012; Korn Ferry, 2019). The first
cultural setting influence is that the organization needs to partner with BFEs to define focused
development programs for HPBFs. This presumed influence was validated as an organizational
gap.
Similar to BFE1, BFE7 shared that development programs within corporate organizations
“have to be intentional and purposeful.” BFEs also shared thoughts on development programs
that were instrumental in their career development. BFE8 reflected on being sent to “the
Harvard general managers program, the UCLA African American Leadership Institute and
Wharton’s executive development program.” She went on to share that those programs were no
longer available within her organization and advocated for their return.
The current racial climate within the United States is driving an intensified focus on
organizational activities to increase diverse representation and close the access gap to executive
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leadership (Akpapuna et al., 2020; Zheng, 2020). BFE5 reflected on receiving the call for
“who’s next” in the wake of George Floyd. Several BFEs lamented that organizations are trying
to demonstrate they are not racist by highlighting and recruiting diverse leadership talent.
However, the numbers tell a different story. The current representation numbers within the BFEs
organizations show they do not have the expected diverse representation and the pipelines are
also not very diverse. Ursula Burns recently shared, “I agree that there’s progress. But I think
we should be embarrassed by the pace; it is slow” (Hoge, 2020, p.32). The BFEs reflected on the
scramble underway in corporate America to develop and promote diverse talent. BFEs
demonstrated an understanding of the need and had ideas for how organizations could partner
with them to help HPBFs. BFEs emphasized the importance of leadership development, coupled
with exposure, mentorship, sponsorship, networking and executive coaching; the absence of such
development resources for HPBFs, validated the first organizational setting influence. The
findings confirmed the presumed influence and highlighted an organizational gap. The detailed
findings of the first cultural setting influence related to training and development programs for
HPBFs are summarized in Table 16.
BFEs resonated with the idea of having dedicated training programs for HPBFs, and
many encouraged organizations to continue to be unapologetic about taking deliberate steps to
close the representation gap. They reflected on the training and development programs that
aided in their career advancement, and how organizations will continue to need development
programs to grow a diverse executive leadership pipeline. BFEs recommended organizations
complement training programs with mentoring and networking programs designed to expand a
HPBFs organizational understanding and organically create allies within the executive leadership

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Table 16
Training and Development Highlights
Participant Statement Meaning
BFE1 “how you identify potential, how
you develop people and talked
about how you identify strengths
and opportunities and fill in those
gaps…development programs and
teaching people the people
business…you're leading
thousands of people, you've got to
be strong at people leadership.”

BFE1 reflected on the valuable
training she received during the
early stages of her retail career;
she suggested organizations need
to provide training to enhance
employee’s people leadership
skills
BFE2 “But the pipeline has to be
intentional…they have to put a
persons of color pipelines in
place, and have [career] coaches
available”

“mentoring is important, there has to
be a way to get that connection
formed from Black woman to
Black women within the corporate
world”

BFE2 emphasized the need for
deliberate action in creating a
diverse leadership pipeline and
giving those employees training
and mentorship to complement
their demonstrated skills
BFE3 “[sponsors and mentors]
comfortable enough to close the
door and have honest discussions”

“the theme we've been talking about
is being very deliberate about
sponsorship and mentorship…
sometimes you dump us [into a
role] and you say I hope she is
successful, darn she wasn't, but
you didn't put anything around us
to help us be successful”

BFE3 emphasized the criticality of
HPBFs having sponsors that can
provide performance feedback
and advocate for their
advancement; she shared how her
organization was discussing a
focused HPBFs mentorship
program to increase the
probability of success
BFE5 “I think when we're talking about
getting more executive women
leaders’ sponsorship is way more
important than mentorship; not
every Black woman understands
that”
BFE5 discussed the important role
of getting mentors to transition
into sponsors and shared an
example of a WOC mentoring
pilot her organization started to
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Participant Statement Meaning

“we started a women of color
mentoring program where they
were matched with an executive
female for a year and we're now
starting a second cohort to get
coaching and mentoring and
hopefully sponsorship”

address their internal development
gap
BFE7 “You know I have not seen an
organization specifically take on
Black women as a target, some
take on Black people or take on
women… I think Black people is
a focus area for sure; the measures
are abysmal and the opportunity is
great.”

“[programs] to accelerate that
learning, environmental
leadership skills and what's that
dynamic like in the organization
and then to accelerate the touch
points with people”

BFE7 emphasized the low level of
Black representation within
executive leadership; she reflected
on the need for development to
increase a HPBF’s network and
provide understanding of the
environment at the executive
levels of the organization
BFE8 “next level leadership
[development] opportunity to
really understand what does that
mean, as you advance in your
career, the expectations in these
new positions”

“one of the things they can do is talk
to Black women and see what
kind of support they think they
need”

BFE8 emphasized the importance of
preparing HPBFs before they
need to utilize expanded
leadership skills and the need for
organizations to partner with
HPBFs to define the acceleration
programs to provide personalized
solutions.
BFE9 “Acceleration programs
intentionally and unapologetically
around women and people of
color”
BFE9 shared the suggestion for
organizations to be unwavering
and unapologetic about working
to close the executive
representation gap for all POC

BFE11 “we had a program that I
participated in as a non-executive
BFE11 reflected on a mentoring
program to accelerate diverse
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Participant Statement Meaning
person that mentored specifically
Black and Brown people in the
management grade level to
prepare them for [executive] jobs,
to prepare them to compete, it was
training, coaching, mentoring
exposure to the very top
leadership.”

talent that was available during
her career progression and how
beneficial it was; she emphasized
the need to bring back the
programs like this to accelerate
HPBFs development
BFE12 “a mentorship program for
[employees] who want to go up
that corporate ladder”
BFE12 suggested organizations
create development programs for
HPBFs with executive aspirations

ranks. BFEs validated the need for organizations to partner with them to define training and
development programs for HPBFs.
Cultural Setting Influence 2 – Resource Allocation (Undetermined)
Resource allocations within an organization define what is valued by the company (Clark
& Estes, 2008; Schein, 2017). The presumed resource related influence was that organization
needs to allocate resources to BFEs to identify, develop, and grow internal, underrepresented,
high performing Black female talent (McKinsey & Company, 2007, 2019; Schein, 2017). This
influence was not validated as an asset or gap, and was only mentioned in the context of cultural
setting influence 1, training policies. The BFEs interviewed were not convinced increasing
Black representation was solely their problem to solve. Many wanted to partner with their
organizations to craft better solutions for HPBFs, but none were lobbying to be given resources
to own the solution themselves. Many voiced the need for partnership with allies. As noted in
the discussion about procedural knowledge and organizational setting one, many suggested
organizations return to or create development programs targeted towards Black people and Black
women. BFE1 shared a very poignant assessment:
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my belief is that the marginalized folks can't change it on their own, and that the people
in power, which are typically White men have to be bought in to change it, and they
have to be bought in to support Black women in the workplace and to be flexible and to
understand the differences and appreciate the differences that Black women are bringing
into the workplace and that’s the way we're going to change it.
Stakeholder discussions revealed an organizational gap for resources to be allocated for
programs to accelerate HPBFs. The nuance is that BFEs did not believe they needed to lead this
effort. However, as noted in organizational setting one, they unanimously noted the need for
dedicated development, sponsoring and networking programs for HPBFs. There is an
organizational gap in the allocation of resources to specifically help HPBFs, but the gap is not
consistent with the presumptions made at the onset of this research study. There were three
organizational gaps validated through the discussions with the BFEs. The findings emphasized
the importance of selected knowledge and motivation influences. The findings also highlighted
the important role the organization plays in enabling the success of HPBFs. The sections above
summarized the KMO influences and the findings of the gap analysis associated with the
presumed influences of this study. The lived experiences of BFEs can provide a beacon of hope
for HPBFs while also providing insights to organizations looking to understand how to address
the need from a stakeholder’s perspective. The findings are consistent with the best practices
suggested in Chapter Two of this study. The next section will address research question two, the
interaction of the knowledge and motivational findings and how they enhance or hinder the BFEs
in providing solutions and strategies to their organizations to address the executive representation
gap.
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What is the interaction between organizational culture and context and stakeholder
knowledge and motivation that either facilitates or limits BFEs in identifying and
recommending organizational strategies for increasing leadership opportunities for HPBFs
in corporate settings?
The findings of this research study highlighted positive and negative interactions between
organizational culture and context and stakeholder knowledge and motivation. Results
demonstrate there are some critical skills HPBFs must have in order to make the transition into
executive leadership. These skills are not unique to Black women, but BFEs were convinced
they can help translate these skills into the cultural context and understanding of HPBFs in ways
their White counterparts cannot. There are spoken and unspoken rules the BFEs can help HPBFs
understand and navigate. The findings of this study unearthed themes required for success, and
highlighted contributing factors from the organization for the HPBFs to be successful. Several
of the BFE participants have worked for different organizations and they were able to compare
and contrast their experiences during thr interviews. The discussions with the BFEs highlighted
how some organizations have taken deliberate actions to create an atmosphere where it is clear
diversity is welcomed, ideas for increasing representation are welcomed and encouraged and
contrasted that with organizations where that was not the case.
Positive situations that facilitated the ability of BFE to partner with their organizations to
define strategies for leadership opportunities for HPBFs were described as when there is
congruence between the stated values and actions of the organization. As BFE1 noted, “they
may have the best intentions in the world, but you’re stuck in awareness, if you don't put action
behind it.” Several BFEs highlighted the presence of mentoring and development programs
within their organizations to help prepare HPBFs for executive leadership roles. These
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development programs need to be present so the BFEs can advocate for the HPBFs to participate.
BFEs also shared the need to find the allies within their organization to help define strategies for
increasing representation and opportunities for Black women. Many noted the need for the
organization to come behind their individual activities with deliberate and intentional actions to
increase representation. BFE3 noted the need to remind her organization that being Black does
not make her an expert on implementing diversity practices:
I don't want to just be the Black voice but I certainly am going to speak on issues of
diversity, but then I remind people at times too when they start directing those type of
questions just to me to say you know I’m really degreed in engineering right?
Situations that limited the ability of BFEs to partner with their organizations to define
strategies for leadership opportunities for HPBFs included the lack of and removal of programs
to help Black women. In those organizations the BFEs took those changes as a signal building a
diverse pipeline of talent was not valued. As noted in the motivation section, BFE8 shared a
story of her leadership voicing they valued diversity only to have the racially diverse candidates
removed from her succession plan. When discussing diversity in a prior organization, BFE1
shared that change only occurred after California passed a law about representation. She
commented, “but when you change when you're forced to, that's not inclusive.” Others lamented
on how having more responsibility turned into more access to the true behaviors and intentions
of peers, one shared:
Sometimes it's disappointing, I remember the first meeting after I became director and
sitting in staff meeting and looking around like is this the behavior? I was like the hoods
comes off …and they're being their true selves and you're just like what is going on?
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As BFE4 was reflecting on current diversity initiatives and organizational communications on
racial injustice, she shared “I think the hardest thing right now, in this role, at the level, is that I
know what’s genuine and what's not.”
Many of the participants of the study acknowledged how hard it can be to have the
access, while acknowledging how important it was to gain that same access. BFEs asserted that
without the access you cannot influence the system in which you are working. You must gain
access to the inner circle, and be prepared to find out there are additional circles and obstacles to
overcome. BFE11 reflected on her attainment of the highest level in her organization, “I’m in,
I’m in the inner circle, and then I found out there was another circle.” There was also discussion
of the narrative that there is not enough Black talent available, BFE5 shared, “both here and in
my other organizations they already know where the talent is they just hadn't pulled the trigger.”
The organizational environment is a critical element of the success of HPBFs. BFE
participants are doing a wide variety of activities to bring the needs of other Black women to the
attention of their organization, but the organization must be receptive and then act. The findings
suggest defining and taking measurable action and holding all leaders accountable for outcomes
are critical signals to employees about what the organization values. Discussions with the BFEs
highlighted gaps in the organizational constructs, not with the HPBFs. The participants in this
study are augmenting organizational gaps by mentoring and coaching HPBFs into executive
leadership roles. The current climate in the United States has several organizations looking to
increase racial diversity in executive leadership. BFEs shared stories of receiving calls looking
for HPBFs within their organization or personal network. As the findings indicated, HPBFs need
to find allies beyond BFEs, within their organization, to teach and expose them to the inner
workings of various workstreams. Many BFE questioned how long this corporate desire to
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increase representation will last, but are determined to take full advantage of the current situation
to begin filling the gap. Additional recommendations of the BFEs for HPBFs and organizations
looking to increase diverse executive representation is discussed in Chapter Five.
Conclusion
The stories shared, information collected and BFE advice given in this research study was
insightful, revealing, relevant and powerful. These research findings begin to fill the gap in the
academic world about the lived experiences of Black women in corporate and organizational
settings. It adds positive information to an underrepresented area in research. There are not
enough studies that explore the lived experiences of Black women in corporate and
organizational constructs, from their lens, in their voice. The findings provide suggestions,
ideas, tools and resources for HPBFs. The findings also highlight, for organizations, what has
worked in the past to move Black women through the leadership pipeline into executive
leadership positions.
Two knowledge influences were assumed in this study, procedural and metacognitive.
Neither assumed knowledge influence was validated by the participating BFEs as a gap, but the
metacognitive influence was shown to be an existing asset. Although many of the BFEs
discussed leveraging internal and external knowledge related resources during their career
progression, many voiced a gap in current organizational offerings to help prepare HPBFs for
executive leadership roles. Several BFEs shared examples of how they were able to observe the
inner workings of their organization, and then leverage it to help themselves and others. Many
also noted the utilization of external networks and organizations to fill internal organizational
gaps. This procedural and metacognitive understanding has helped them mentor, advance and
promote other Black women within their organization.
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The three assumed motivational influences were not validated as gaps but instead as
existing BFE assets. The discussions unearthed some of the most powerful and insightful stories.
There was a resounding emphasis on the complexity of the journey to executive leadership for
HPBFs. Becoming an executive in corporate America “is not going to be easy” but you can
make it through, as BFE11 shared. The BFEs shared insights with HPBFs and examples of
pulling them through the pipeline into executive leadership. Results also emphasized the unique
ability of BFEs to guide and mentor HPBFs in ways non-Black leaders cannot. They shared
tools for coping, navigating and exceling within organizational constructs. In the framing of this
research study and the utilization of the KMO framework, it was important to highlight that
HPBFs were not viewed as having the problem or gap to address. In the absence of adequate
resources, BFEs helped HPBFs fill organizational gaps and these findings helped shape
recommendations for organizations.
Four organizational influences were assumed. The organizational influences related to
values and beliefs were validated as gaps. Organizations need to train all of their employees on
the business value of diversity and inclusion while setting clear goals to increase gender and
racial representation throughout all levels of leadership. The first organizational setting
influence related to training policies and practices for HBW was validated as an organizational
gap. Several BFEs referenced dedicated programs made available to them during their
progression that are no longer offered within their organizations. The organizational influence
related to allocating resources to BFEs to create programs was not validated as a gap or an asset,
and was deemed undetermined. Based on the discussions BFEs are leveraging what is currently
available within their organizations, but acknowledged the need for focused development
programs for HPBFs.
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Although the stories of racism and disrespectful behavior were heartbreaking, those
stories were wrapped in a larger tapestry of pride, high self-worth, and success. The BFEs
shared it was not an easy journey and there were mistakes along the way, but the level of
achievement was undeniable. The BFEs interviewed in this study shared stories of resilience,
self-sufficiency, unwavering performance and a determination to make the path easier for all the
HPBFs alongside and behind them in the pipeline.

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Chapter Five: Discussion and Recommendations
The findings of this phenomenological study of BFEs looking to help HPBFs advance
into executive leadership was summarized in Chapter Four. This chapter summarizes the
recommendations BFEs had for organizations looking to achieve the field goal of increasing the
representation of Black women and other underrepresented groups in executive leadership.
These recommendations are based on the influences that were validated within the findings of
this study and the remaining research questions that framed this research study. This chapter
addresses research questions one and three:
RQ1. What organizational solutions do BFEs recommend for organizations with the goal
of increasing representation of Black women in leadership?
RQ3. What are the recommended knowledge and skills, motivation, and organizational
solutions to help BFEs increase leadership opportunities for HPBFs?
Research question two was addressed in Chapter Four.
RQ2. What is the interaction between organizational culture and context and stakeholder
knowledge and motivation that either facilitates or limits BFEs in identifying and
recommending organizational strategies for increasing leadership opportunities for
HPBFs in corporate settings?
Following the recommendation discussion are sections that detail the limitation and delimitations
of this study, a brief summary of the advice BFEs had for HPBFs, recommendations for future
research, followed by a conclusion.
Discussion of Findings
The findings of this phenomenological study were closely aligned to the literature. BFEs
shared experiences of how they are helping HPBFs advance in their careers. The assumed
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knowledge and motivational influences were shown to be assets the BFEs possessed and are
leveraging to help HPBFs. The discussion of procedural knowledge revealed organizational
gaps; findings highlighted a lack of dedicated and focused training and development resources to
help prepare HPBFs for executive leadership roles. The findings also demonstrated a lack of
organizational understanding of the value of diversity, across a wide variety of fields in corporate
America. Although there is not much research on the detailed experiences of Black women,
there is a lot of research on diversity and inclusion and related best practices. The
recommendations the BFEs had for organizations looking to increase diverse representation
within executive leadership teams was aligned with many of the best practices to create a diverse
and inclusive workplace detailed in Chapter Two of this study. These recommendations are
aligned with the validated influences of this study. The recommendations relate to promoting the
business value of diversity and inclusion, having clear goals and expectations for diverse
representation, policies to achieve those goals, and having development and training programs to
ensure HPBF readiness for executive leadership. The findings of the KMO influences Table 17
summarizes the influences that were validated in this study.
Organizations looking to increase the racial and gender diversity within executive
leadership need to create an organizational culture that is inclusive (Akpapuna et al., 2020;
Churchman & Thompson, 2008; Wong 2019). Organizations need to address the unique
challenges Black women face and create an environment and culture that supports and values
their contributions (Harts, 2019; Lean In, 2020; McKinsey & Company, 2020b). Employees at
all levels need to understand the value of diversity and how it ties to the desired business
outcomes (Herold et al, 2007; Dover et al., 2020). As indicated in the findings of this research,
training and development programs were highlighted as a critical element in the success of
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Table 17
Validated KMO Influences
Category Influence Finding
OM1 - Cultural
model influence –
values and beliefs 1

The organization needs to promote a culture that
supports and understands the business value of
diversity and inclusion
Gap
OM2 - Cultural
model influence –
values and beliefs 2

The organization needs to be dissatisfied with
current representation and fully committed to
making meaningful change to increase Black
female executive representation

Gap
OS1 - Cultural setting
influence 1 –
training policies
The organization needs to partner with BFEs to
define focused development programs for HPBFs
Gap

HPBFs. This research study revealed and reinforced that HPBFs often have to find their own
way due to a lack of resources and access to other HPBFs and BFEs, who have shared similar
experiences within their organization. All of the BFEs that participated in this study shared
similar experiences across a variety of different organization types, settings, and circumstances.
BFE experiences reinforced working within organizations that reflect the statistics shared in
Figure 1 in Chapter One, which maintains that if an organization is working towards achieving
executive representation parity with workforce demographics, White men should expect to
maintain representation levels of 35%, through the C-Suite executive levels (McKinsey, 2020b).
BFEs want HPBFs to know they are not alone, others have come before them and are working
tirelessly to help those behind them in the pipeline. The organizations these HPBFs work in
need to decide if they value the growth and innovation diversity can bring and what they are
willing to do to demonstrate a commitment to increasing the opportunities for HPBFs.
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Recommendations for Organizational Practice
There are evidenced based best practices to increase racial diversity and create a sense of
belonging for underrepresented employees within organizations. Several of those best practices
are highlighted in the literature review of this study in Chapter Two, and these practices are
consistent with the recommendations made by the BFEs in the study. The research on Black
women in corporate America is limited (Combs, 2003; Hughes & Dodge, 1997). This study
made every effort to provide available data on the experiences and needs of Black women, but
often had to leverage the data available on women or women of color (WOC) due to a lack of
specific data available on Black women. Discussions with BFEs revealed recommendations for
the three organizational influences related to cultural models and settings. These
recommendations are centered around training employees on behavioral and inclusive
expectations of the organization, defining clear diverse representation goals and actions, and
creating dedicated programs to address the unique needs of HPBFs. A critical recommendation
from BFEs related to organizational policies and procedures is to provide opportunities for
diverse candidates to compete for leadership opportunities, requiring a diverse slate of candidates
as well as a diverse selection committee. If organizations want the representation to continue
they must maintain practices that prepare and feed the representation within the leadership
pipeline. This recommendation will help drive the actions associated with achieving the field
goal of doubling diverse executive representation. The evidence-based recommendations are
discussed with and shown alongside the BFE recommendations in Table 18 to demonstrate
congruence. The organizational recommendations are followed by a section to describe a
suggested implementation plan.
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The recommendations from BFEs address organizational knowledge gaps identified in
the findings that shape HPBFs career progression outcomes. Organizations need to create an
inclusive environment in which HPBFs can thrive and feel valued (Carmeli & Gittell, 2009;
Gentle-Genitty et al., 2021). Organizations need to provide an acceptable environment for all
employees and embrace and leverage the evolving workforce demographics (CTI, 2020a, 2020b;
Gentle-Genitty et al., 2021; Schneider et al., 1996). While working to build an inclusive culture,
the organization creates additional policies and procedures to train and develop the high potential
employees, with dedicated programs to help HPBFs (Harts, 2019; Lean In, 2020; McKinsey &
Company, 2020b). The organizational needs and recommendations from evidence-based
research and the perspective of this impacted group of BFEs are summarized in Table 18. This
research study took a unique look at the experiences of BFEs and attempts to leverage their
experiences to help organizations better understand how Black women want to be supported and
how that aligns with current best practices across industry.

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Table 18
Summary of Validated Needs and Recommendations
Organizational need Evidence based
recommendation
BFE recommendation
The organization needs to
promote a culture that
supports and understands
the business value of
diversity and inclusion
Employees within the
organization need to
understand the latest
research demonstrating the
value of diversity and how
it applies to their
organization (CTI, 2020a;
Herring, 2009; McKinsey
& Company, 2019).

Organizations can champion
and communicate their
plans for equity, equality,
diversity and an inclusive
work environment and
connect them to expected
behaviors and business
outcomes (CTI, 2020a,
2020b; Gentle-Genitty et
al., 2021; Schneider et al.,
1996).

Creating a culture and work
environment where Black
women can be authentic,
express their views, and
build a strong internal
network can aid in
increasing representation at
executive levels (Carmeli
& Gittell, 2009; Harris,
2009).

Organizations need to address
the unique challenges
Black women face and
create an environment and
culture that supports and
values their contributions
(Harts, 2019; Lean In,
Train all employees on the
value of diversity and
inclusion

Take deliberate steps to
create an inclusive culture
for all employees
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Organizational need Evidence based
recommendation
BFE recommendation
2020; McKinsey &
Company, 2020b).

The organization needs to be
dissatisfied with current
representation and fully
committed to making
meaningful change to
increase Black female
executive representation
Organizations looking to
provide HPBFs with
opportunities for executive
leadership need to be very
clear about objectives
(Herold et al, 2007; Dover
et al., 2020). It is not
enough to speak about
diversity without taking
steps, creating policies and
procedures to build it
(Akpapuna et al., 2020;
Churchman & Thompson,
2008; Wong 2019).

HR must define hiring and
promotion processes that
require a diverse slate of
candidates to increase
exposure and access
(McKinsey & Company,
2019).

Develop improvement goals
for representation outcomes
that measure progress and
reward leaders with highly
productive, diverse teams.

Develop a new, intentional
hiring process to increase
diverse representation that
will provide a diverse slate
of candidates, interviewed
by a diverse panel.
The organization needs to
partner with BFEs to define
focused development
programs for HPBFs
Organizations attempting to
correct representation gaps
must be deliberate in
seeking out and training
HPBFs (Beeson & Valerio,
2012; Korn Ferry, 2019).

This development program
should include
opportunities for rotation
programs, stretch
assignments to expand
leadership skills and build
professional networks,
encourage HPBFs to take
risks and provide support to
them through challenging
assignments (CTI, 2015,
Create or reinstate focused
training and development
programs to close the
representation gap and
create a diverse pipeline of
senior and executive
leaders.

Develop dedicated training,
mentoring, and
development programs to
prepare HPBFs for
executive leadership
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Organizational need Evidence based
recommendation
BFE recommendation
2020; Korn Ferry, 2019;
McKinsey & Company,
2019).

The BFE recommendations are aligned with best practices and bolster the recommended
considerations specific to the Black experience within corporate America. The findings of this
study provide an opportunity for organizations with low levels of BFE representation to hear
from a wide variety of BFEs. The BFEs shared similar experiences, shaped and driven by the
history and culture of the United States. The findings demonstrated and captured the top-level
needs of HPBFs to achieve executive leadership positions are fairly common. The following
sub-sections summarize the organizational recommendations in detail.
Organizational Recommendation 1: Achieve Organizational Congruence Between Words
and Actions
Organizations need to promote a culture that supports and understands the business value
of diversity and inclusion; it is more than just the right thing to do. BFE recommendations were
consistent with the evidence-based research literature and noted several examples of a lack of
consistency between spoken company values and behaviors. Employees within the organization
need to understand the latest research demonstrating the value of diversity and how it applies to
their organization (CTI, 2020a; Herring, 2009; McKinsey & Company, 2019). Organizations
need to address the unique challenges Black women face and create an environment and culture
that supports and values their contributions (Harts, 2019; Lean In, 2020; McKinsey & Company,
2020b). Organizations need to create a cultural environment that provides psychological safety
for HPBFs (Carmeli & Gittell, 2009; Edmondson, 2019; Rosenbaum, 2019). Organizations can
champion and communicate their plans for equity, equality, diversity and an inclusive work
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environment and connect them to expected behaviors and business outcomes (CTI, 2020a,
2020b; Gentle-Genitty et al., 2021; Schneider et al., 1996). BFEs recommend organizations
become focused on improving the clarity around expectations, how those expectations tie into
diversity and inclusion outcomes, and what the organization’s cultural aspiration is.
BFEs recommend that diversity and inclusion training be given on a recurring basis,
similar to sexual harassment training and other annual training events focused on reinforcing
desired behaviors. Organizations need to move away from negative messaging and focus on the
positive, inclusive behaviors expected of all employees and leaders (Kalev & Dobbin, 2019).
Driving this type of behavioral change requires training on the value of diversity, connection to
expected outcomes, the importance of diversity of thought and representation, and creating an
environment to train and discuss sensitive topics like unconscious bias, privilege and institutional
and systemic racism. This recommendation is focused on creating a learning organization that is
open to grow and make mistakes together, while moving towards its aspirations (Senge, 1990).
For decades Fortune 500 companies have touted a respect and connection to diversity and
inclusion. The best practices are out there, clearly defined and readily available, yet sporadically
applied. The BFEs, members of the most marginalized group in corporate America agree, it is
time for focused action. Organizations need to treat this like any other financial performance
parameter, not like a nice to have, as research has demonstrated the connection to bottom-line
financial performance. The shift in behavior will shift mindsets and prepare the organization for
implementation of the second recommendation. However, the organization must first build a
foundation ready to accept HPBFs as leaders at all levels of the organization.
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Organizational Recommendation 2: Set the Expectation That Leadership Teams Are
Diverse
The organization needs to be dissatisfied with current representation and fully committed
to making meaningful change to increase Black female executive representation. As stated in
Chapter Two, creating a culture and work environment where Black women can be authentic,
express their views, and build a strong internal network can aid in increasing representation at
executive levels (Harris, 2009). Organizations looking to provide HPBFs with opportunities for
executive leadership need to be very clear about objectives (Herold et al, 2007; Dover et al.,
2020). It is not enough to speak about diversity without taking steps, creating policies, and
developing and implementing procedures to build it (Akpapuna et al., 2020; Churchman &
Thompson, 2008; Wong 2019).
The BFEs recommend organizations stop making empty promises about diversity and
inclusion; CEOs and members of the C-Suite to demand improvement in representation
outcomes and provide it themselves. If the demographic progression data within their
organization looks like Figure 1, they have a leaky talent pipeline that needs to be fixed. As
BFE7 noted, organizations need to define improvement metrics, measure progress and reward
leaders with highly productive, diverse teams. These programs should include clear goals,
timelines, methods of tracking progress and holding leaders within the company accountable for
the program’s success (Catalyst, 2004, 2015; Clark & Estes, 2008; Tetlock, 1983).
Organizations must move away from rewarding leaders that check the box but continue to
demonstrate a lack of connection to the stated objectives. Representation matters, as BFE1
shared “you've got to have the representation to show everybody that they have access and
opportunity.” Executive leadership need to set the expectation that leadership teams are diverse
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and drive the shift to viewing all or mostly White teams as abnormal. They no longer fully
represent the corporate workforce or its customers (Khosroshahi, 2021; LeanIn, 2020; McKinsey
& Company, 2020b).
Organizations need to implement policies and procedures that grow diverse teams. They
need a holistic people strategy that accounts for employee intersectionality (Gentle-Genitty et al.,
2021; LeanIn, 2020). Organizations need to define policies and procedures that require leaders
to grow and build diverse leadership teams (Gentle-Genitty et al., 2021; LeanIn, 2020; McKinsey
& Company, 2020b). Over the course of the 12 interviews, several BFEs voiced the need for
organizations to utilize a requirement for a diverse slate of candidates and a diverse interview
panel as a specific hiring process to increase diverse representation. This is just one example of
the policies organizations can implement to signal they are serious about finding the best talent,
and expecting that the talent may come in a variety of forms. Once the organization has the
foundational environment and sets clear expectations, they can focus on increasing HPBF
readiness.
Organizational Recommendation 3: Increase HPBF Preparedness with Intentional
Development Programs
The organization needs to partner with BFEs to define focused development programs for
HPBFs. As described in Chapter Two, organizations attempting to correct representation gaps
must be deliberate in seeking out and training HPBFs (Beeson & Valerio, 2012; Korn Ferry,
2019). This development program should include opportunities for rotation programs, stretch
assignments to expand leadership skills and build professional networks, encourage HPBFs to
take risks and provide support to them through challenging assignments (CTI, 2015, 2020; Korn
Ferry, 2019; McKinsey & Company, 2019). Past research suggested BFEs need to partner with
148

the organization to create programs that address HPBF needs and provide a safe environment for
learning (Edmondson, 2019; Rosenbaum, 2019). To demonstrate alignment with spoken beliefs
about the value of diversity and inclusion, the organization must allocate resources to develop a
diverse talent pipeline (CTI, 2015; Clark & Estes, 2008; Schein, 2017). BFEs recommended
organizations create or reinstate focused training and development programs to close the
executive representation gap and create a diverse pipeline of senior and executive leaders.
BFEs in this study articulated they would like to partner with their organizations to create
focused mentoring, training and development programs. Several BFEs shared examples of
training and development programs they participated in during their early career advancement.
However, many of these programs are no longer available within or sponsored by the
organization. Programs that help the most marginalized groups have been shown to help all
marginalized groups (Lean In, 2020). BFEs were convinced these focused programs would also
help other marginalized groups within the organization. Creating training and development
programs for HPBFs provide a guidepost for other focused development programs. The BFEs
also suggested partnering with external organizations for coaching and training services that
specialize in helping HPBFs. BFEs believe the mentoring programs will also aid HPBFs in
expanding their networks, which has been shown to provide a critical opportunity to create
sponsors within the executive ranks.
BFEs suggested organizations be unapologetic about taking steps to close the
representation gap and create opportunities for HPBFs. As BFE9 stated, “creating those
acceleration programs intentionally and unapologetically around women and people of color.”
There is a gap and there is nothing wrong with working to close the gap. Organizations adopt
new tools and systems to improve operational efficiency or to gain market share, and defining
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programs and organizational goals about diversity and inclusion is no different. It needs to be
handled with the same level of rigor, understanding that changing behaviors is a complex
undertaking. Organizations must take deliberate action to prepare HPBFs for career
advancement by spend their training and development budget to correct the leadership
representation gaps within the organization. This recommendation is a critical element in
pipeline development and talent retention. If a team within the organization does not have
anyone to send to the HPBFs program that should be a signal to leader and their leadership that
there is an issue that needs to be addressed. Developing dedicated training and development
programs for HPBFs will increase the executive readiness and help the organization expand their
view of what executive leadership can and should look like.
Recommended Implementation and Evaluation
The recommendations of this study can be implemented as part of a cultural
transformation in response to the increasing levels of social injustice currently plaguing the
United States and the desire to create a truly inclusive work environment. The recommendations
also support the field goal of this study that by 2025, corporate America will increase the
representation of Black female executives by 100% to bring the private sector statistic to 3.4% of
the executive leadership population. As noted in Chapter Two, several Fortune 500
organizations have come forward and made financial pledges to take actions to close the equity
gap for Blacks in America, committed to act to increase diverse representation, and create
internal environments in which diverse employees can thrive. The first and second
recommendation are tied directly to shifting the culture, driving the beliefs of employees and
helping them understand the value of diversity and inclusion to business performance, then
setting clear goals focused on creating diverse leadership teams. The third recommendation is
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connected to HPBFs readiness. The BFE shared insights about the shifting needs and different
skills required for executive leadership. Many of them are currently filling the organizational
gap to provide training, coaching and mentoring to HPBFs.
Although the details of implementation will vary by organization, the top-level steps of
implementation should be very similar, and these recommendations are based on the KMO
implementation framework (Clark & Estes, 2008). The first step is to complete an assessment of
the existing culture and use that information to define the desired cultural end state. When
considering large firms like those within the Fortune 500, it is clear there are aspects of their
culture that are working. How can an organization maintain the goodness of current behaviors
and augment it with a focus towards growth and long-term survival? Organizations need to build
a diverse workforce; having a diverse talent pipeline is a matter of survival and increasing the
probability of continued success through innovation and growth (CTI 2015; McKinsey &
Company, 2019, 2020b). Clark and Estes (2008) shared six enablers for organizational change
derived from Dixon et al. (1994) and the National Research Council (1996): define clear goals
aligned to an organizational vision with metrics to track progress, ensure organizational
structures support the change, be transparent and consistent in communicating with employees,
maintain connections and engagement with senior leadership for continuous improvement,
ensure employees receive the knowledge, tools and motivation required to support the change
and do not get lost in the buzzwords. As an organization works to define the goal, it needs to
understand the budget associated with achieving this goal. Training all employees on the value
of diversity and providing tools and resources to facilitate ongoing conversation is not an easy
thing to do across various work locations and subcultures, budgets and timing must be
considered and planned.
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Once the organization has a clear goal, metrics and measures of success must be defined
and the budget must be allocated. The next step is to create the training and communication
plans for the change initiative. Finally, the organization needs to decide how the budget will be
allocated and complete a cost-benefit analysis to aid in selecting the solution best suited to the
organization (Clark & Estes, 2008). Both recommendation one and three require creating and
disseminating training and development to large numbers of people, on a recurring basis. In
order to sustain progress, this recurring expense needs to be planned. Stakeholders should be
involved in the design of the training, and a pilot program can be leveraged to address any issues
prior to the full dissemination (Kirkpatrick & Kirkpatrick, 2016). This approach is
recommended for the both the diversity and inclusion training and the HPBF curriculum. The
organization should meet regularly to review progress of the overall program, review metrics and
progress to date and make any identified adjustments to the program to ensure success; quarterly
review meetings are recommended. There are a variety of training evaluation frameworks that
can be utilized, for example Basarab and Root’s (1992) corporate training evaluation process,
Kirkpatrick’s Four Levels of Training Evaluation, or the Training Evaluation Inventory (Basarab
& Root, 1992; Kirkpatrick & Kirkpatrick, 2016; Ritzmann et al., 2014). For the purposes of this
study, an evaluation framework for the recommend implementation plan will not be discussed;
organizations should select an evaluation plan that best suits their need. With the correct
combination of knowledge and organizational tools, the organization should be well positioned
to achieve desired outcomes of doubling the representation of BFEs within their organization.
The recommended sequence of implementing the actions described is summarized in Table 19.

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Table 19
Implementation Sequence of BFE Recommendations
Step Action
1 Define the details of the organizational goal – double Black female executive
representation

2a Define the budget and complete cost benefit analysis against desired outcomes
and training implementations

2b Define metrics and measures of success

3a Partner with internal and external stakeholders to create the diversity and
inclusion training

3b Partner with BFEs, internal, and external stakeholders to define the focused
HPBF training and development curriculum

3c Start the communication campaign about upcoming training events and desired
outcomes and expectations; preview metrics and measures, expected pace

4a Conduct pilot program for diversity and inclusion training; adjust prior to
organizational deployment

4b Implement organization wide training program for diversity & inclusion; allow
business leaders to augment training with specific connections to business
outcomes

4c Evaluate and evolve training to ensure desired outcomes

5a Conduct pilot program for the HPBF training and development program; adjust
prior to organizational deployment

5b Launch the HPBF training and development program

5c Evaluate and evolve training to ensure desired outcomes

6 Meet quarterly to review progress and make modifications to the
comprehensive plan and identify any additional needs

Note. The steps of this table are in sequential order of execution; sub-steps, notated with letters,
are to be performed concurrently.

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Recommendations from BFEs to HPBFs
This section serves as a proxy for a speed mentoring session with 12
accomplished, successful, and determined BFEs. Some critical framing takeaways include the
following statements from BFEs to HPBFs:
• “letting them know that they’re not crazy”
• “you have to deal with the unfairness of the system and you’re not allowed to give up”
• “the folks that understand what you’re going through narrows considerably when you
need it the most”
• “because you realize we're all dealing with the same stuff and you get different ideas
about how to tackle it”
Advice and guidance for HPBFs also emerged from the conversations with the BFEs
regarding self-care, networking, and creating avenues to receive feedback. The following
section serves as resource for HPBFs who would like to receive some advice from a Black
woman’s perspective. Six areas of advice for HPBFs were emphasized by BFEs during
discussions:
• Take Care of Yourself
§ Find ways to take care of your physical and mental health
§ Self-care along the journey is critical for your well-being
• Know Yourself
§ Take the time to understand what you want and why you want it
§ Understand what sacrifices you are willing to make and where you will define
boundaries
• Create a Support Coalition
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§ You cannot make it by yourself, you need support
§ Connect with friends and colleagues you can trust, who will be happy for your
success
• Be Deliberate with your Network
§ Connect with mentors that can help you in your current level, and help you
move towards your aspirations by becoming a sponsor
§ Keep your network fresh, let your network evolve as your career progresses
• Be Prepared & Perform
§ Do the work, show up and perform, someone is always watching
§ Get comfortable taking career risks
• Solicit & Be Ready to Receive Feedback
§ Create safe environments for mentors, leaders and colleagues to give you
feedback
§ Listen and implement the feedback
The BFEs provided a wealth of information HPBFs can utilize while the organizations
around them work to improve internal practices and environments. Any HPBF knowledge gap,
for executive leadership, needs to be addressed by the organization in partnership with the
HPBFs. HPBFs need access to training and development programs that prepare them for
challenging executive leadership roles. The HPBF plays an important role in her own
development but she cannot do it alone. The organization also plays a role in the motivational
influences, but those influences, similar to the knowledge metacognitive influences, can be
supplemented by BFEs. As HPBFs work to navigate career progression to executive leadership,
they need to understand it can happen, it has happened, and it will continue to happen. Although
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they may feel isolated in their respective organization, Black women across the country in a wide
variety of roles and organizations, hold executive leadership positions. The goal of this research
study was to define ways to significantly increase the level of BFE representation, and be more
aligned with current workforce demographics.
High potential Black females (HPBFs) need equitable access to potential sponsors and
decision makers, a welcoming environment, and an opportunity to have early access to executive
level actions and situations just like their White male counterparts. While organizations work to
implement the recommendations outlined in this study, the following section summarizes the
advice BFEs had for HPBFs with aspirations for executive leadership. These recommendations
are based on the themes that emerged in the findings detailed in Chapter Four.
HPBFs reading this study are encouraged to review Chapter Four in detail, many of the
quotes used in the KMO influence discussions were directed to the HPBFs. BFEs shared their
experiences to help HPBFs better understand the journey. BFEs want the HPBFs to have every
resource possible to facilitate their continued career progression and advancement, if they so
desire.
Limitations and Delimitations
Limitations in the context of research is defined as those things that are outside the
control of the researcher that may impact credibility and trustworthiness (Creswell & Creswell,
2018; PhDStudent, 2020). The limitations of this research study include an on-going global
pandemic, precluding in-person interviews. In-person conversations are thought to increase
connection between researcher and participant, to increase transparency (Creswell & Creswell,
2018; Patton, 2015). This limitation was mitigated with technology, I believed video conference
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calls were a viable and safe alternative. Although initially considered a limitation, the use of
videoconferencing to conduct interviews allowed for a geographically diverse participant group.
Delimitations in the context of research is defined as those constraints and guidelines
imposed by the researcher that may impact the findings of the study (Creswell & Creswell, 2018;
PhDStudent, 2020). The delimitations of this research study include the narrowed criteria for
participant sampling and the number of participants. These choices were made to ensure a rich,
in depth study could be conducted on the focus stakeholder group.
Recommendations for Future Research
This research was insightful and helped to fill a void in the research community about
Black women in corporate settings. Throughout the interviews with BFEs a few other topics
were discussed and yielded a list of recommended future studies and topics for research. The
first suggestion is more research similar to this study; there are thousands of BFEs out there with
stories to share. During data analysis it became clear that almost every question or topic could
be a study of its own. BFEs have a unique set of experiences and have had to overcome many
obstacles that are out of their control while also needing to address the typical skills upgrades
required for career advancement. The findings also suggests a BFE study on the impacts of
attending a Historical Black College or University (HBCU) as compared to a Predominantly
White Institution (PWI); although the topic was discussed briefly with BFEs, it was clear there
was more insight to unearth on the topic. Early life experiences of the BFEs shaped so much of
who they have become. Many of them were alumni of HBCUs, many of them were alumni of
PWIs, and they all had opinions about the role attending a HBCU or PWI has had on their ability
to navigate within corporate America. Additional topics to consider based on the conversations
with BFEs include:
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• BFE study focused on career challenges and setbacks
• BFE study to highlight successful ally-ship
• BFE study to explore mentoring and sponsorship relationships
• Study to define a training evaluation framework that addresses the intersectionality of
HPBFs in corporate settings
Conclusion
At the onset of this research study the title was appropriate, Corporate America After
Ursula Burns, as there had been no Black female CEOs in the Fortune 500 since her retirement
in 2016. During data collection for this research study the question was answered, the next Black
female Fortune 500 CEO had been named. In January 2021, Rosalind Brewer was appointed
CEO of Walgreens Boots Alliance. The Fortune 500 had not had a Black Female CEO since
Ursula Burns retired as the CEO of Xerox in 2016. The question was answered again, when in
May 2021 Thasunda Brown Duckett became the CEO of TIAA, making history as the First
Black woman to succeed a Black man as CEO (Alcorn, 2021; Baer, 2021; Hirsch, 2021). At a
time when Black women are 7.4% of the professional workforce, they remain 1.7% of executive
leadership within the private sector (EEOC, 2018; Lean In, 2020).
The title question has been answered, but the need for developing a pipeline of Black
female talent remains. The field goal to double representation of Black female executives in
corporate America by 2025, to bring the private sector statistic to 3.4% is still orders of
magnitude below availability. Workforce demography should drive and shape the organizational
representation goals (Lichter, 2013; Schuck, 2008). The demographics of the entry level
workforce should persist through its executive ranks. Organizations that want to grow and
perform need to have representation of all perspectives at the table. It is time for organizations to
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realize a leadership team comprised of all White men and women cannot speak for the entire
workforce or customer community. Executive leadership teams need to reflect the communities
they serve, the communities they represent and more importantly the communities that fuel their
success. BFE1 reflected, “we can work Black and Brown people like a dog in the stores, but we
are not going to make them board members and C-suite executives… to me that it is the
definition of institutional racism.”
The question remains of who is next, but only time will tell. Black women in corporate
America continue to grapple with the emotional tax of their intersectionality as Black, females,
in traditionally White-male roles. There is no organization in America that is not impacted by
the institutional and systemic racism that has shaped and built the United States. It is critical to
understand how vital the organizational culture is in advancing diversity and representation. The
interviews conducted brought to light there is no way to escape, no field is immune, no
organization is immune, the burdens and extra obstacles for Black women are universal. HPBFs
looking to obtain executive leadership roles need to be ready to deal with racism, sexism and
cultural expectations of who they should be and what roles they are allowed to have. The key is
not to take it personally and to understand racism and sexism are not their problems to fix.
Every BFE shared this sentiment, and BFE6 summarized it well when she stated “racism is alive
and well, you are going to experience it. Let them own that problem it's not yours…if you let
them take you out of the race before the pop gun goes off to start the race that's on you.” HPBFs
have the potential to be amazing executive leaders. They organically obtain adaptive behavioral
skills to survive in the corporate environment, and armed with the required knowledge tools and
surrounded by a positive, supportive environment, the possibilities are limitless.
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The findings of this study reinforced the utility of the KMO framework when working to
address an organizational gap. Accomplishing the field goal of doubling representation requires
organizational change. The importance of metacognitive knowledge, affect, expectancy outcome
and self-efficacy was emphasized by all participants and closely aligned to current research. The
discussions about procedural knowledge provided insight into organizational gaps related to
training and development for all employees. Organizations need to provide all employees
training to define the connection of diversity, equity, inclusion and belonging to business
objectives and performance expectations (CTI, 2020a). Organizations looking to address racial
and gender representation gaps in executive leadership rankings need dedicated and focused
training and development programs to close the gap for HPBFs. The findings and
recommendations of this research study are shaped from the lens and experiences of Black
women.
Although this research study was emotionally difficult to handle at times, it was
incredibly necessary. I leveraged my positionality to frame the study around personal
experiences and suspicions about what is required to succeed and, more importantly, help others
succeed. Through the execution of this study I was able to validate that it was not my
imagination, she is not a unicorn. Black women are amazing and talented. In spite of all the
obstacles, Black women have become phenomenal leaders in a wide variety of fields, and the
participants in this study were a small sample set. The BFEs that participated in this study
agreed the road to executive leadership was difficult, and all chose not to give racism, sexism or
gender norms and expectations any power over their choices or careers. They acknowledged
their intersectionality as Black women working in male-dominated levels of leadership has
played a role and presented challenges throughout their careers. Their advice to HPBFs is not to
160

give up, to pursue their dreams and find organizations that support and foster the realization of
those dreams!

161

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194

Appendix A: Mapping of KMO Influences to Interview and Research Questions
The following research questions will be used to guide this study:
RQ1. What organizational solutions do BFEs recommend for organizations with the goal of
increasing representation of Black women in leadership?
RQ2. What is the interaction between organizational culture and context and stakeholder
knowledge and motivation that either facilitates or limits BFEs in identifying and
recommending organizational strategies for increasing growth opportunities for HPBFs in
corporate settings?
RQ3. What are the recommended knowledge and skills, motivation, and organizational
solutions to help BFEs increase leadership opportunities for HPBFs?
Assumed influences Interview questions Research questions
Knowledge
BFE need to understand
how to leverage the
resources and support
available to aid
HPBFs in increased
understanding of the
business and required
leadership skills to
advance (Procedural)
IQ1. Can you share your general
thoughts on expanding the
representation of Black
women in the executive
pipeline?

IQ8. Can you talk to me about
resources within your
organization to develop Black
female talent? Are there any
gaps in available resources, if
so, how would you address
them?
RQ1. What organizational
solutions do BFEs
recommend for organizations
with the goal of increasing
representation of Black
women in leadership?

RQ3. What are the
recommended knowledge and
skills, motivation, and
organizational solutions to
help BFEs increase
leadership opportunities for
HPBFs?

BFE need to be able to
explain the knowledge
related and behavioral
requirements for
executive leadership
roles to HPBFs to
develop strategies to
address skill or
IQ5. Can you talk to me about
the most influential aspect of
your ability to navigate
beyond racial and gender
norms and biases?

IQ9. As you reflect on your
career, would you do anything
RQ2. What is the interaction
between organizational
culture and context and
stakeholder knowledge and
motivation that either
facilitates or limits BFEs in
identifying and
recommending organizational
195

Assumed influences Interview questions Research questions
performance gaps
(Metacognitive)
differently with respect to your
education, skills, experience,
mentorship and how do
leverage those thoughts to help
other Black women?
strategies for increasing
growth opportunities for
HPBFs in corporate settings?

RQ3. What are the
recommended knowledge and
skills, motivation, and
organizational solutions to
help BFEs increase
leadership opportunities for
HPBFs?

Motivation
BFEs need to help
HPBFs master
emotional response in
stressful corporate
situations and settings
(Affect)
IQ2. As you reflect on your
career, and more recently the
racial dynamics of 2020-21,
how do you manage stress in
your corporate environment
and what advice do you give
other Black women on
managing their stress?
RQ2. What is the interaction
between organizational
culture and context and
stakeholder knowledge and
motivation that either
facilitates or limits BFEs in
identifying and
recommending organizational
strategies for increasing
growth opportunities for
HPBFs in corporate settings?

RQ3. What are the
recommended knowledge and
skills, motivation, and
organizational solutions to
help BFEs increase
leadership opportunities for
HPBFs?

BFE need to believe
they can help HPBFs
achieve career
advancement in their
organization
(Expectancy outcome)
IQ1. Can you share your general
thoughts on expanding the
representation of Black
women in the executive
pipeline?

IQ3. When you reflect on your
career, what influenced and
shaped your belief that you
could achieve an executive
leadership role and how are
RQ1. What organizational
solutions do BFEs
recommend for organizations
with the goal of increasing
representation of Black
women in leadership?

RQ2. What is the interaction
between organizational
culture and context and
stakeholder knowledge and
196

Assumed influences Interview questions Research questions
you leveraging your
experiences to help other
Black women?
motivation that either
facilitates or limits BFEs in
identifying and
recommending organizational
strategies for increasing
growth opportunities for
HPBFs in corporate settings?

RQ3. What are the
recommended knowledge and
skills, motivation, and
organizational solutions to
help BFEs increase
leadership opportunities for
HPBFs?

BFE need to believe
they have the skills
and resources required
to help HPBFs
achieve career goals
(Self-efficacy)
IQ4. Thinking back on your
career, how confident were
you as you navigated your
career progression and do you
believe you have the skills and
resources now to help other
Black women achieve their
career goals?

IQ5. Can you talk to me about
the most influential aspect of
your ability to navigate
beyond racial and gender
norms and biases?
RQ1. What organizational
solutions do BFEs
recommend for organizations
with the goal of increasing
representation of Black
women in leadership?

RQ2. What is the interaction
between organizational
culture and context and
stakeholder knowledge and
motivation that either
facilitates or limits BFEs in
identifying and
recommending organizational
strategies for increasing
growth opportunities for
HPBFs in corporate settings?

RQ3. What are the
recommended knowledge and
skills, motivation, and
organizational solutions to
help BFEs increase
leadership opportunities for
HPBFs?

197

Assumed influences Interview questions Research questions
Organizational
The organization needs
to promote a culture
that supports and
understands the
business value of
diversity and
inclusion (Cultural
model 1)
IQ10. Does your current or any
previous organization have
any programs/initiatives that
promote diversity, equity and
inclusion?
RQ2. What is the interaction
between organizational
culture and context and
stakeholder knowledge and
motivation that either
facilitates or limits BFEs in
identifying and
recommending organizational
strategies for increasing
growth opportunities for
HPBFs in corporate settings?

RQ3. What are the
recommended knowledge and
skills, motivation, and
organizational solutions to
help BFEs increase
leadership opportunities for
HPBFs?

The organization needs
to be dissatisfied with
current representation
and fully committed
to making meaningful
change to increase
Black female
executive
representation
(Cultural model 2)
IQ6. As you reflect on the
positive experiences in your
career, how were those teams
or organizations different or
unique?

IQ7. As you reflect on your
career, how and when did you
receive feedback? What type
of feedback did you value
most?
RQ1. What organizational
solutions do BFEs
recommend for organizations
with the goal of increasing
representation of Black
women in leadership?

RQ2. What is the interaction
between organizational
culture and context and
stakeholder knowledge and
motivation that either
facilitates or limits BFEs in
identifying and
recommending organizational
strategies for increasing
growth opportunities for
HPBFs in corporate settings?

The organization needs
to partner with BFE to
define focused
development
IQ1. Can you share your general
thoughts on expanding the
representation of Black
RQ2. What is the interaction
between organizational
culture and context and
stakeholder knowledge and
198

Assumed influences Interview questions Research questions
programs for HPBFs
(Cultural setting 1)
women in the executive
pipeline?

IQ8. Can you talk to me about
resources within your
organization to develop Black
female talent? Are there any
gaps in available resources, if
so, how would you address
them?
motivation that either
facilitates or limits BFEs in
identifying and
recommending organizational
strategies for increasing
growth opportunities for
HPBFs in corporate settings?

RQ3. What are the
recommended knowledge and
skills, motivation, and
organizational solutions to
help BFEs increase
leadership opportunities for
HPBFs?

The organization needs
to allocate resources
to BFEs to identify,
develop and grow
internal,
underrepresented
Black female talent
(Cultural setting 2)
IQ10. Does your current or any
previous organization have
any programs/initiatives that
promote diversity, equity and
inclusion?
RQ2. What is the interaction
between organizational
culture and context and
stakeholder knowledge and
motivation that either
facilitates or limits BFEs in
identifying and
recommending organizational
strategies for increasing
growth opportunities for
HPBFs in corporate settings?

RQ3. What are the
recommended knowledge and
skills, motivation, and
organizational solutions to
help BFEs increase
leadership opportunities for
HPBFs?

199

Appendix B: Interview Protocol
Introduction to the Interview:
Thank you so much for agreeing to speak with me today. I am conducting research to better
understand how Black female executives navigated their careers and how they can help other
Black women overcome various barriers to management and executive leadership within
corporate settings. I will be taking notes during our conversation today. As noted in the
informed consent form, I would like to record our conversation to create transcripts for reference
and to ensure I capture your thoughts accurately as I compile and analyze my data. Is that ok
with you? {pause for answer} Ok great, let’s get started. This is intended to be a conversation, I
have several questions related to my research that will guide the discussion. Any questions
before we begin?

Interview questions Potential probes
IQ1. Can you share your general thoughts on
expanding the representation of Black
women in the executive pipeline?

Tell me more about [xyz]
IQ2. As you reflect on your career, and more
recently the racial dynamics of 2020-21,
how do you manage stress in your corporate
environment and what advice do you give
other Black women on managing their
stress?
How did you put them into practice?

How do you think [xyz] impacts the ability
for Black women to advance in their
careers?

Are there any tools or resources you would
recommend your firm adopt to help black
women with stress?

Tell me more about [xyz]

IQ3. When you reflect on your career, what
influenced and shaped your belief that you
could achieve an executive leadership role
and how are you leveraging your
experiences to help other Black women?
On a scale of 1-10, 10 being the most
confident, how confident do you feel now
in helping HPBFs in your firm advance in
their careers? What impacts your number?

200

Interview questions Potential probes
Have you ever helped other black women
advance in their careers? In what capacity?

Tell me more about [xyz]

IQ4. Thinking back on your career, how
confident were you as you navigated your
career progression and do you believe you
have the skills and resources now to help
other Black women achieve their career
goals?
On a scale of 1-10, how confident are you?
What makes up that number?

Did anything impact your confidence? If so,
what?

What impact did racial, gender bias have on
you?

IQ5. Can you talk to me about the most
influential aspect of your ability to navigate
beyond racial and gender norms and biases
in corporate settings?
How did your family impact your corporate
approach?

Did attending a HBCU or PWI impact your
corporate approach and ability to code
switch? HBCU yes no

Can you tell me more about [xyz]

IQ6. As you reflect on the positive experiences
in your career, how were those teams or
organizations different or unique?
Tell me more about [xyz]

In your experience, are there unique
considerations for Black women?

IQ7. As you reflect on your career, how and
when did you receive feedback? What type
of feedback did you value most?
Tell me more about [xyz]

Did mentors play a key role in providing
feedback along the way?

IQ8. Can you talk to me about resources
within your organization to develop Black
female talent? Are there any gaps in
available resources, if so, how would you
address them?
Did you leverage any of these programs when
you were advancing in your career?

Are there specific tools and programs for
Black women?

Any tools or resources you would recommend
your firm adopt to help black women with
stress?

Can you tell me more about [xyz]

201

Interview questions Potential probes
IQ9. As you reflect on your career, would you
do anything differently with respect to your
education, skills, experience, mentorship and
how do leverage those thoughts to help other
Black women?

When you think back on your career, what
advice would you give your younger self?

Can you tell me more about [xyz]
IQ10. Does your current or any previous
organization have any programs/initiatives
that promote diversity, equity and inclusion?
What steps have you witnessed an
organization take to emphasize the value of
diversity and inclusion?

Is there focus on sharing its value and direct
connection to business outcomes?

Can you tell me more about [xyz]

IQ11. Do you have any additional thoughts
about creating a pipeline of Black female
executives that we didn’t cover today you
would like to add or share?
Tell me more about [xyz]

Conclusion to the Interview:

I greatly appreciate the discussion and insights you have shared. Thank you so much for taking
time out of your busy schedule to speak with me today. I wish you continued success on your
journey. Once I have compiled the data collected, I may need to schedule a follow-up discussion
with you to refine my results. Would that be okay? {pause for answer}

Thank you again.

Note: After two interviews, the ordering of the questions was modified to improve the
conversation flow, same questions and probes: IQ3, IQ5, IQ2, IQ10, IQ6, IQ7, IQ9, IQ4, IQ8,
IQ1, 1Q11
Appendix B: Demographics
202

Appendix C: Solicitation Email to Perspective BFEs

To: [BFE]

From: Candace Givens

Subject: Opportunity to Share Your Insight

Hello [BFE],

I hope this note finds you well.
My name is Candace Givens and I am a doctoral candidate at the Rossier School of Education
within the University of Southern California. I am contacting you today to solicit your
participation in the research for my dissertation. The current working title of my dissertation is
Corporate America After Ursula Burns, Who’s Next?
The purpose of my study is to increase the probability of success for high performing Black
women to navigate to and thrive in executive leadership roles. I am looking to better understand
and share the knowledge, motivation and organizational factors that aid Black women in
obtaining executive positions in corporate America. The representation of Black women at
executive levels is very low, but not zero, there are factors that enable us to persevere and break
through the glass ceiling achieving great success and responsibility. My study will examine how
existing Black female executives can help other Black women within their organization define
career development strategies.
As a member of this elite group of Black female executives, I would greatly appreciate your
participation in my research study. Participation in this study will require approximately 60
minutes for a virtual interview. Interviews will be utilized to understand and capture the
influences, contributors and enablers to professional success for Black women.
203

Thank you for your time and consideration,
Candace
Organizational Change and Leadership Doctoral Candidate

204

Appendix D: Informed Consent Form
STUDY TITLE: Corporate America After Ursula Burns, Who’s Next?

PRINCIPAL INVESTIGATOR: Candace Givens

FACULTY ADVISOR: Dr. Alexandra Wilcox

You are invited to participate in a research study. Your participation is voluntary. This document
explains information about this study. You should ask questions about anything that is unclear to
you.

PURPOSE
The purpose of this study is to unearth and share contributing factors that can increase the
representation of Black women in the executive leadership pipeline within corporate America.
The study will examine the knowledge and skills, training and development opportunities,
motivational influences and the organizational constructs that facilitate Black female executives
in supporting other Black women with career development and advancement. You are invited as
a possible participant because you are currently or have previously been a Black female
executive leader within corporate America.

PARTICIPANT INVOLVEMENT
Interviews will be utilized to understand and capture the influences, contributors and enablers to
their professional success. Participation in this study will require approximately 60 minutes for
an interview.

Each interview will be conducted and recorded via Zoom in an effort to accurately capture your
statements and maintain the integrity of the conversation. All recorded interviews will be
transcribed by a transcription service within the Zoom platform. Any identifying information
will be deleted to protect your anonymity. There will be backup copies of the interview
recordings stored on the researcher’s computer. All video-recordings will be deleted after
completion of the dissertation defense.

PAYMENT/COMPENSATION FOR PARTICIPATION
There is no financial compensation for participation in this study.

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

When the results of the research are published or discussed in conferences, no identifiable
information will be used.
205

Your participation in this study is completely voluntary. There is no penalty for not participating.
You may also refuse to answer any of the questions asked of you.
You have the right to withdraw from the study at any time without consequence.
INVESTIGATOR CONTACT INFORMATION
If you have any questions about this study, please contact Candace Givens: cgivens@usc.edu
310-567-7588 or Dr. Alexandra Wilcox amwilcox@usc.edu.

IRB CONTACT INFORMATION
If you have any questions about your rights as a research participant, please contact the
University of Southern California Institutional Review Board at (323) 442-0114 or email
irb@usc.edu.

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Asset Metadata

Creator Givens, Candace Louise (author)

Core Title Corporate America after Ursula Burns: building a pipeline of Black female executives

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2021-08

Publication Date 08/04/2021

Defense Date 07/07/2021

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

Tag Black female,corporate,diversity,executive,inclusion,OAI-PMH Harvest,pipeline,representation

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Wilcox, Alexandra (committee chair), Phillips, Jennifer (committee member), Slaughter, John Brooks (committee member)

Creator Email candace_givens@att.net,cgivens@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC15676559

Unique identifier UC15676559

Legacy Identifier etd-GivensCand-9987

Document Type Dissertation

Format application/pdf (imt)

Rights Givens, Candace Louise

Type texts

Source 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