Women over 40, foreigners of color, and other missing persons in globalizing mediascapes: understanding marketing images as mirrors of intersectionality

Media diversity studies regularly invoke the notion of marketing images as mirrors of racism and sexism. This article develops a higher-order concept of marketing images as “mirrors of intersectionality.” Drawing on a seven-dimensional study of coverperson diversity in a globalizing mediascape, the emergent concept highlights that marketing images reflect not just racism and sexism, but all categorical forms of marginalization, including ableism, ageism, colorism, fatism, and heterosexism, as well as intersectional forms of marginalization, such as sexist ageism and racist multiculturalism. Fueled by the legacies of history, aspirational marketing logics, and an industry-wide distribution of discriminatory work, marketing images help to perpetuate multiple, cumulative, and enduring advantages for privileged groups and disadvantages for marginalized groups. In this sense, marketing images, as mirrors of intersectionality, are complicit agents in the structuration of inequitable societies

Black Women in K-12 Leadership Positions Perceptions About the Challenges of Obtaining a Position

The research problem of this qualitative study was the underrepresentation of Black women in K-12 leadership positions in the United States (U.S.). This study is important because the underrepresentation of Black women in K-12 leadership positions in the U.S. remains challenging. The purpose of the study was to explore Black women’s challenges in seeking leadership positions. Grounded in the conceptual framework of intersectionality, which recognizes the interaction of multiple social identities, the research question examined Black women’s perceptions of the challenges of obtaining leadership roles in K-12 education. In this qualitative basic inquiry, a self-designed, semi-structured interview protocol with open-ended questions was used to explore the challenges of obtaining leadership roles, focusing on how race and gender influence Black women in obtaining K-12 leadership. The sample of 10 participants was selected based on their experience in educational leadership in the U.S. and self-identification as Black women. Through thematic analysis, patterns related to the research question were derived through coding, categorizing, and identifying themes. Findings revealed that the intersection of race and gender amplifies the unique obstacles faced by Black women seeking K-12 leadership positions. These obstacles include systemic barriers, lack of mentorship, expectations for code-switching, micro-aggressions from stereotyping, and over-scrutiny of credentials. Recommendations include evaluating intervention efficacy and observing policies enhancing diversity. The implications for positive social change include urging educational entities to revisit hiring practices to catalyze shifts towards inclusiveness to increase the representation of Black women in K-12 leadership

Hiding In Plain Sight: A Phenomenological Exploration of Black Male Educators in School Leadership

With the changing landscape of America’s K-12 student population becoming a myriad of ethnicities, the importance of diversifying school leadership is critical to reflect the varying groups represented in the student population. Khalifa et al. (2016) and Talbert-Johnson (2006) attest that the development of culturally responsive programs is necessary to address the needs and experiences of a diverse population. Similarly, the premise of teacher preparation programs that are predominantly white and middle class need additional initiatives to better prepare candidates in working with diverse populations (Browne-Ferrigno, 2011; Carpenter & Diem, 2013; Ford et al., 2020; Hampton et al., 2008; Khalifa, 2012; Schaffer et al., 2104; Sleeter, 2016; Talbert-Johnson, 2006; Urick & Bowers, 2013). Given this need to address the changing landscape of the student population, I argue that it is important for school systems to ensure school leaders are reflective of the population that is served. However, the pipeline of minority leaders in school leadership is disproportionately underrepresented based on race and gender (Gooden, 2012; Gooden & Dantley, 2012; Shields & Hesbol, 2019; Williams & Loeb, 2012; Young & Laible, 2000). Based on this disproportionate underrepresentation of Black Indigenous People of Color (BIPOC) in school leadership, there is a need to give scholarly attention, in particular to Black Male school leaders (Bass, 2019; Bass & Alston, 2018; Lomotey, 1987; McClain, 2016; Sims et al., 2021; Smith, 2021; Tillman, 2008). I argue that by amplifying the lived experiences of Black Male Educators through a phenomenological study will evoke a positive change towards diversity, equity, and inclusivity in school leadership in which there is a staggering disproportionality of educational equity (Henderson, 2015; Palmer & Louis, 2017; SASS, 2022; Shields & Hesbol, 2019; Thompson & Thompson, 2000). Further, through amplifying the voices of the lived experiences of Black Male school leaders, the contribution of these leaders will add to the educational literature a counter-narrative to the demographics and statistics (Atwood & Lopéz, 2014; McClain, 2016) to understand the disproportionate underrepresentation of Black Male Educators in school leadership. Therefore, the purpose of this study is to explore the disproportionate underrepresentation of Black Males in K-12 school leadership through their lived experiences and provide a counter-narrative to the white patriarchal images that have plagued Black Males and Black Male masculinity. Through the concept of intersectionality that frames this phenomenon, a post-structuralist (Attridge et al., 1987) lens reinforces the notion of intersectionality that otherwise runs the risk of adding a white normative layer to the dominant paradigm of leadership. That is, post-structuralism asserts that the normative practices that have dominated the field are social constructs shaped by hegemonic Eurocentric norms – not definitive truths. As such, the history of Black Education, Colonialization, and Critical Race Theory explain contradictions to the grand narratives of the dominant managerial paradigm that perpetuates the disproportionate underrepresentation of Black Males in school leadership. Further, I argue that you cannot emancipate the knowledge of BIPOC individuals without advancing the knowledge of the experiences of BIPOC individuals. Given this rationale, the significance of integrating epistemic outlooks and perspectives through poetry, art, lyrics, and literature highlight a powerful tool of getting to the problem of the study that can be obscured simply by academic treatment. To this point, embedded in this study are not only rational empirically grounded perspectives, but boundless segments of poetry, art, lyrics, and literature that disrupt the normative epistemic perspectives on school leadership

The Executive Director Experiences of African American Women in Mainstream Nonprofit Performing Arts Organizations

African American women are presently underrepresented in mainstream nonprofit performing arts organizations (PAOs) throughout the United States. Despite this inequality, a small number of African American women have overcome the odds and have productively earned senior leadership roles as executive directors in mainstream nonprofit PAOs. Using the conceptual frameworks of intersectionality and critical race feminism, the purpose of this study was to explore the shared lived experiences of African American women in executive director positions and the impact of race and gender on their leadership development and training for advancement in a mainstream nonprofit PAO. Four research questions explored the nonprofit management and leadership experiences and perspectives of African American women as a result of the intersection of race and gender identity. A transcendental phenomenological method was applied as the qualitative research design. Semistructured interviews with 9 African American women working currently or previously as an executive director or senior leader in a mainstream nonprofit PAO provided data collection. Findings from this study affirmed that although African American women are challenged and impacted by intersectional identities, organizational solutions and strategies for advancement are available. The results of this research study may contribute to positive social change by increasing awareness of the experiences of African American women and the strategies outlined for improved executive leadership advancement. When cultural arts leaders get information, ignored potential can be realized

Challenges, Barriers, and the Underrepresentation of Black Women in Sustainable Global World Environment

Women make up at least 50.8% of the United States population, and 46.8% are in the professional workforce per Census Quick Facts from 2016. United States Department of Labor, n.d.). Despite making up half of the United States population, women only represent 26% of managing roles in the workforce. In the 2019 study, “Women in the Workplace 2019”, McKinsey & Company found women to still lag in corporate America in areas of salary gaps, promotions due to the broken rung, glass ceilings, lack of training and development, among other gender and racial barriers. Workplace Fairness”, a broken rung is a missing step in the “corporate ladder”, which prevents women in entry-level roles from being promoted into management. The broken rung is the more significant barrier for Black women navigating the workplace. To successfully navigate the workplace and ascend into management roles, Black women saw the need to use perseverance strategies due to underrepresentation and the influence of race and traditional privileged gendered roles. The study’s outcome addresses the challenges, barriers, and perseverance strategies Black women used to ascend into management roles. Mentorship and sponsorship are critical for helping Black women to advance within the workplace. The research study may be significant to Black women managers and future leaders. Without the critical influence of a mentor or sponsor, the Black woman will remain underrepresented in management positions. Further exploration of specific perseverance strategies and how they may have been demonstrated in their collegiate programs to prepare Black women for their professional careers

The Black Ceiling: The Underrepresentation of African American Females in the CES Professorate

This qualitative phenomenological study highlighted the lived experiences of six African American female professors in the counseling education and supervision professorate. The professors were faculty within universities across the United States in the mid-Atlantic, southern, and midwestern regions. This study obtained data from semi-structured interviews as well as photovoice submissions from the interview participants in order to identify experiences which facilitated their persistence in the professorate and overcoming internal and external barriers. The research problem was the underrepresentation of African American females within the counseling education and supervision professorate, which further facilitates minority students’ attrition and underrepresentation. A thematic analysis of the source data revealed five themes and three subthemes. The themes were mentors facilitated persistence, belief in concepts of calling and gifts, encouragers and positive family support, external barriers (referred to as the Black ceiling), and persistence. The subthemes were encountered racial discrimination, feelings of loneliness and invisibility, and realities of intersectionality and minority status. The study revealed that in the face of adverse external barriers, persistence in the counseling education and supervision professorate was facilitated by the positive influence of mentors, callings, and encouragers despite discrimination, loneliness and invisibility, and intersectionality and minority status

Integrating DEI Strategies into Talent Acquisition to Recruit and Retain Women of Color in Information Technology

This study investigates the perceptions of hiring teams and women of color (WOC) in the Information Technology (IT) industry about diversity, equity, and inclusion (DEI) in talent acquisition practices. While many organizations advocate for DEI, the IT industry shows a notably disproportionate representation of WOC. The research utilized a qualitative approach to incorporate the viewpoints of 12 hiring professionals and 12 WOC from the IT field to uncover recruitment strategies to enhance DEI for WOC in technology positions. Data were collected through virtual interviews and analyzed using thematic analysis. The study reveals a positive correlation between DEI initiatives and elevated levels of innovation and productivity within organizations. However, challenges like unconscious and conscious biases and the low representation of WOC hinder DEI effectiveness. The study recommends routine DEI evaluations, building relationships with diversity-focused organizations, and starting mentorship programs for WOC. In underscoring the benefits, the study emphasizes the need for organizations to actively reduce bias in their recruitment process. The study concludes that a comprehensive DEI approach is essential for enriching the candidate pool and providing benefits to organizations, their management, and their workforce. It goes beyond the scope of merely hiring DEI specialists, advocating for an organizational strategy that fully integrates DEI objectives

A Phenomenological Study of the Underrepresentation of Division I Minority Women Athletic Directors

The purpose of this phenomenological study was to investigate the factors women of color in athletic administration perceive to be contributors to the underrepresentation of minority women in Division I athletic director leadership positions. The study sought to identify and understand barriers that ostensibly impact women of color. Moreover, it serves current and future minority women to overcome similar trials to advance their collegiate athletic careers. Furthermore, the study sought to provide a lexicon of strategies that minority women regard as bridges to the racial and gender leadership gaps within the National Collegiate Athletic Association (NCAA) organization. Previous studies are limited regarding social dominance and critical race theoretical frameworks. The need existed to investigate the inordinate number of minority women in NCAA leadership and how that is impacted by the intersectionality of their race and gender. Since the inaugural summary, Dr. Richard Lapchick’s The Institute For Diversity and Ethics in Sport report showed college athletics continue to underperform as it relates to racial diversity in NCAA leadership. According to Lapchick, women and people of color lack leadership opportunities in college sports compared to their White counterparts. I collected data from 12 women of color (11 African American women and 1 Asian woman) drawn from collegiate institutions who currently hold varying levels of athletic director and senior women administrator positions within Division 1 athletic departments. The women chosen met the eligibility criterion to provide data from firsthand knowledge. The criteria included being a member of a Division 1 institution’s athletic department, being a woman of color, and seeking, having sought, or planning to seek an athletic director position. Material for the study included 12 interview questions, including demographics, career paths, and barriers relating to the research questions. Interview questions were open-ended and allowed participants to expand on their answers and offer additional information. All 12 women believed gender and racial barriers contributed to the underrepresentation. The participants suggested networking, mentoring, and not limiting their pursuits were necessary to become leaders. Future research is suggested to provide a thorough understanding of the racial and gender inequities in NCAA Division I athletic leadership