Using Constructivist Grounded Theory to Examine the Experiences of Black British Female Managers: A Worked Example

Staff working at children and young people’s services (CYPS) are often charged with the responsibility of restructuring, developing, and putting into effect policies and procedures that are supposed to safeguard their clients and their colleagues from the effects of institutional racism. However, there continues to be incongruences between some leaders’ espoused commitment to equality, diversity and inclusion, and their actions. In this paper, I draw on a larger research project to critically reflect on the usefulness of constructivist grounded theory (CGT) as a methodological approach for developing understandings about the experiences of 10 Black British female managers working for CYPS. To demonstrate the utility of CGT, I share extracts from interviews, examples of my reflexive accounts (or memos), and my findings are discussed. In essence, the findings illustrate challenging practices that prevent Black British women from progressing their careers, including subtle and explicit forms of racial prejudice, discrimination, and institutionalized racism. In this sense, it can be concluded that despite CGT research being an intense and time-consuming endeavor, it is an effective method for developing insightful understandings about discriminatory practices that can thwart Black British women’s careers in CYPS

Black British female managers – the silent catastrophe

The researcher examined the experiences of Black British female managers (BBFM) who worked for Children and Young People's Services (CYPS) operating in the UK. The following research questions guided this study: How do Black British female managers experience racial microaggressions and how do they cope with it? Purposive and theoretical sampling were used to recruit 10 BBFM who worked for CYPS and who had similar demographic characteristics (i.e., racial/ethnic background and managerial experience). Interview transcripts were analyzed using constructivist grounded theory (Charmaz, 2006a). Over 200 codes were identified and extracted from individual interview transcripts. Organizing the codes into categories resulted in five themes that highlighted the challenging practices that BBFM perceived thwarted their careers (i.e., The Organizational Culture, On the Outside Looking In, Stereotype Threat, Prejudice, and Discrimination and Institutional Racism and Espoused Practice vs. Reality), and one theme that described their coping strategies (i.e., The Silent Catastrophe). Although the study is centered on a multisectorial sample, two main conclusions can be drawn from this study. First, gendered racism curtails the career development of BBFM in ways that are not experienced by their White counterparts. Second, BBFM perceive that their experiences in CYPS was fundamentally negatively disproportionate and aversive. The implication is that CYPS leaders must give racial and gender equality, diversity and inclusion greater priority

Play in hospital could improve children’s mental health

Blog BPS - The DECP responds to calls from a children’s charity for investment in more play resources for children during their stay in hospital

Using Constructivist Grounded Theory: a step-by-step guide

Constructivist Grounded Theory (CGT) is an effective method for finding out about a phenomenon where little is known. The appeal of CGT is that unlike many other approaches, it embraces the idea of subjective reality. In other words, the notion that a researcher’s own knowledges and worldviews can influence the research process, and potentially the findings, is not a problem. Rather, CGT researchers do not shy away from explaining their subjectivities – their personal perspectives, feelings, beliefs or experiences

Research method: Constructivist Grounded Theory

This ‘how to’ guide outlines the Constructivist Grounded Theory research method used by Dr Denise Miller from the University of Greenwich. The artwork was created in collaboration with Chris Murray, More than Minutes. Social scientists from the Methods for Change project came together to discuss the research methods they use and how methods create change in society. Drawing from the expertise in the Aspect network, they collaborated on a series of ‘how to’ guides which are step-by-step instructions and top-tips for adopting these methods in a range of sectors. Visual and multisensory pieces, including comics, illustrations, posters, booklets, short films and animations were then developed in collaboration with creatives to capture the key value of these research methods with a view to being able to convey them to a variety of audiences. It is hoped that these resources will be useful for people in higher education, commercial, public sector, third sector and community organisations who are interested in experimenting with, and expanding professional skills in, the adoption of social science research methods

Race, Higher Education and special educational needs and disabilities

Drawing on survey data of 224 students at a London-based university, this study brings attention to ‘ecological niches’ that combine to produce contexts that are likely to have an effect on the access, participation and graduate outcomes of Black, Asian and Minority Ethnic (BAME) students with special educational needs and disabilities (SEND). While the results suggest dissonance between students’ and academics’ attitudes and actions relating to equality, diversity and inclusion, the findings provide the groundwork for larger-scale research and scholarly activities. They also present an opportunity for strategic development linked to United Nations Sustainable Development Goals 4 (quality education); 10 (reduced inequalities); and 16 (peace, justice and strong institutions)

Methods for change: Constructivist Grounded Theory (CGT)

Constructivist Grounded Theory (CGT) is an effective method for finding out about a phenomenon where little is known. The appeal of CGT is that unlike many other approaches, it embraces the idea of subjective reality. In other words, the notion that a researcher’s own knowledges and worldviews can influence the research process, and potentially the findings, is not a problem. Rather, CGT researchers do not shy away from explaining their subjectivities – their personal perspectives, feelings, beliefs or experiences

Blog post: The problem of prejudice, discrimination and institutional racism in a post-92 higher education institution

This blog post looks forward to the forthcoming symposium at BERA Conference 2023, which will present the findings from two studies that were developed to examine the problem of institutional racism in a London-based, post-92 higher education institution (HEI). The researchers aimed to (1) examine the extent to which prejudice, discrimination and racism were present across all levels of the HEI, and (2) understand the impact on both Black, Asian and minority ethnic (BAME) and non-BAME staff and students with special educational needs and disabilities (SEND); thereby bringing to the fore diverse perspectives about the systems that serve to reproduce and maintain inequalities in HE (see Bhopal et al., 2016; Miller, 2021)

CALL FOR PAPERS - Decolonising the school curriculum

This special feature calls for submissions on the theme of decolonising the curriculum from early childhood to school leaving age

Race, Higher Education and special educational needs and disabilities: a critical and intersectional approach

Opinion, Blog - No Abstract available