Paper DOC/715 Assignment Content Top of Form Develop your opening paragraph and background of...

Question

Paper DOC/715 Assignment Content

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Develop your opening paragraph and background of the study or problem. Adhere to the Doctoral Phase 2 – Precis section found in the CDS Dissertation Guide on CDS Central. Review the CDS Dissertation Guide on background of the problem.

Note: The opening paragraph/statement should bring the reader into the topic; the background of the study/problem should frame the problem and identify the gaps and/or deficiencies from prior research. It is important to present why the study should be pursued and for whom the study is important.

This section should be 3-4 pages long.

You may use previous coursework when developing dissertation phase deliverables.

Submit your assignment.

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Assignment Content

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Develop your Problem Statement, Purpose of Study, and Research Questions sections.

Adhere to the Doctoral Phase 2 – Precis template found in the CDS Dissertation Guide on CDS Central.

Review the CDS Dissertation Guide on Problem Statement, Purpose of the Study, Population and Sample.

Combined, these sections should be 3-4 pages long.

You may use previous coursework when developing Phase deliverables.

Submit your assignment.

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Assignment Content

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Develop your Population and Sample and Significance of the Study sections.

Adhere to the Doctoral Phase 2 – Precis template found in the CDS Dissertation Guide on CDS Central.

Review the CDS Dissertation Guide on Problem Statement, Purpose of the Study, Population and Sample.

You may use previous coursework when developing Dissertation Phase deliverables.

Combined, these sections should be 3-4 pages long.

Submit your assignment.

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Assignment Content

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Develop your Nature of the Study. Adhere to the Doctoral Phase 2 – Precis template found in the CDS Dissertation Guide on CDS Central. Review the CDS Dissertation Guide on Nature of the study.

Combined, these sections should be 1-3 pages long.

You may use previous coursework when developing Phase deliverables.

Note: This is a faculty review week, please use the Change Matrix (located on CDS Central) to provide faculty feedback from Week 1 Prospectus review to document faculty feedback and your changes.

Submit your assignment to Teams 365 and course assignments. Advise your Chair and URM so they can review and provide feedback.

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Assignment Content

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Develop your Theoretical or Conceptual Framework. Adhere to the Doctoral Phase 2 – Precis template found in the CDS Dissertation Guide on CDS Central.Review the CDS Dissertation Guide on Theoretical or Conceptual Framework.

Combined, these sections should be 1-3 pages long.

You may use previous coursework when developing Phase deliverables.

Submit your assignment.

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Assignment Content

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Develop your Definition of Terms, Scope (optional), and Assumptions sections.

Adhere to the Doctoral Phase 2 – Precis template found in the CDS Dissertation Guide on CDS Central.

Review the CDS Dissertation Guide on Definition of Terms, Scope, and Assumptions.

Note: Definitions should be precise and you should use terms consistently throughout the document, cite sources, write definitions at operational level, and do not use dictionary definitions.

Combined, these sections should be 1-3 pages long.

Submit your assignment.

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Assignment Content

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Develop your Limitations, Delimitations, and Summary sections. Adhere to the Doctoral Phase 2 – Precis template found in the CDS Dissertation Guide on CDS Central.

Review the CDS Dissertation Guide on Limitations, Delimitations, and Summary.

Each section should be 1-2 paragraphs.

Note: This is a Chair review week, please use the Change Matrix (located on CDS Central) to provide faculty feedback from Week 4 review to document faculty feedback and your changes.

Submit your assignment with a Change Matrix representing previous feedback to Teams 365 and course assignments.Advise your Chair for review and feedback. Submit your document to Tk20 for assessment of Chapter 1.

Note for faculty and students: Review of the Chapter 1 Draft may take Weeks 7 and 8. Students will receive full points for submitting the draft, while review is completed in Teams 365 and assessment in Tk20.

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Assignment Content

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Review the Chapter 1 purpose section, research questions, and theoretical/conceptual framework to identify the key concepts that will need to be included in the literature review.

Create a list of at least six keywords or terms that you will use during your literature search.

Submit your assignment.

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CDS Central

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SAMPLE DISSERTATION TITLE:

STATE THE STUDY METHODOLOGY

[Double space title and use all capitals. No more than 15 words inclusive of your design]

by

Jane Doe

Copyright XXXX

A Dissertation Presented in Partial Fulfillment

of the Requirements for the Degree

Doctor of [Name your program]

University of Phoenix

The Dissertation Committee for Jane Doe certifies approval of the following dissertation:

SAMPLE DISSERTATION TITLE:

STATE THE STUDY METHODOLOGY

Committee:

John Doe, EdD, Chair

Julie Jones, PhD, University Research Methodologist

James Smith, EdD, Panel Validator

_________________________

John Doe

_________________________

Julie Jones

_________________________

James Smith

_________________________

Hinrich Eylers, PhD

Vice Provost, Doctoral Studies

University of Phoenix

Date Approved: ____________

ABSTRACT

Start text here; do not indent. Abstracts must be between 150 and 250 words and must be presented as a single paragraph. The abstract should not include any citations. Describe the problem and purpose being addressed and indicate why and to whom the findings are important. Summarize the research question(s). Briefly describe the research method, design, population, sample size, and data analysis procedures. Identify the results and any key conclusions or recommendations that capture the heart of the research. Conclude with a statement of implications for practitioners and leader within the field of study.

DEDICATION

[To be indented and completed upon full dissertation completion]

ACKNOWLEDGMENTS

[To be indented and completed upon full dissertation completion]

TABLE OF CONTENTS

Contents Page

List of Tables.................................................................................................. XXXXXXXXXXx

List of Figures ................................................................................................ XXXXXXXXXXx

Preface............................................................................................... XXXXXXXXXXoptional).. x

Chapter 1: Introduction.................................................................................. XXXXXXXXXXx

Background of the Problem............................................................... XXXXXXXXXXx

Problem Statement.............................................................................. XXXXXXXXXXx

Purpose of the Study........................................................................... XXXXXXXXXXx

Population and Sample....................................................................... XXXXXXXXXXx

Significance of the Study.................................................................... XXXXXXXXXXx

Nature of the Study............................................................................. XXXXXXXXXXx

Research Questions/Hypotheses......................................................... XXXXXXXXXXx

Theoretical or Conceptual Framework............................................... XXXXXXXXXXx

Definition of Terms............................................................................ XXXXXXXXXXx

Assumptions, Limitations, and Delimitations..................................... XXXXXXXXXXx

Chapter 2: Literature Review ......................................................................... XXXXXXXXXXx

Title Searches and Documentation..................................................... XXXXXXXXXXx

Historical Content............................................................................... XXXXXXXXXXx

Current Content.................................................................................. XXXXXXXXXXx

Theoretical or Conceptual Framework Literature............................... XXXXXXXXXXx

Methodological Literature.................................................................. XXXXXXXXXXx

Research Design Literature................................................................. XXXXXXXXXXx

Conclusions........................................................................................ XXXXXXXXXXx

Chapter Summary............................................................................... XXXXXXXXXXx

Chapter 3: Research Methodology.................................................................. XXXXXXXXXXx

Research Method and Design Appropriateness................................... XXXXXXXXXXx

Research Questions/Hypotheses......................................................... XXXXXXXXXXx

Population and Sample....................................................................... XXXXXXXXXXx

Informed Consent and Confidentiality................................................ XXXXXXXXXXx

Instrumentation................................................................................... XXXXXXXXXXx

Field Test or Pilot Test....................................................................... XXXXXXXXXXx

Credibility and Transferability or Validity and Reliability................. XXXXXXXXXXx

Data Collection................................................................................... XXXXXXXXXXx

Data Analysis..................................................................................... XXXXXXXXXXx

Chapter Summary............................................................................... XXXXXXXXXXx

Chapter 4: Analysis and Results..................................................................... XXXXXXXXXXx

Research Questions/Hypotheses......................................................... XXXXXXXXXXx

Data Collection................................................................................... XXXXXXXXXXx

Demographics..................................................................................... XXXXXXXXXXx

Pilot Study.......................................................................................... XXXXXXXXXXx

Data Analysis..................................................................................... XXXXXXXXXXx

Results................................................................................................ XXXXXXXXXXx

Chapter Summary............................................................................... XXXXXXXXXXx

Chapter 5: Conclusions and Recommendations.............................................. XXXXXXXXXXx

Research Questions/Hypotheses......................................................... XXXXXXXXXXx

Discussion of Findings....................................................................... XXXXXXXXXXx

Limitations.......................................................................................... XXXXXXXXXXx

Recommendations for Leaders and Practitioners................................ XXXXXXXXXXx

Recommendations for Future Research.............................................. XXXXXXXXXXx

Chapter Summary............................................................................... XXXXXXXXXXx

References.................................................................................................... XXXXXXXXXXx

Appendix A: Title......................................................................................... XXXXXXXXXXx

Appendix B: Title......................................................................................... XXXXXXXXXXx

Appendix C: Title......................................................................................... XXXXXXXXXXx

LIST OF TABLES

Table 1: Title ................................................................................................. XXXXXXXXXXx

Table 2: Title.................................................................................................. XXXXXXXXXXx

[Only include a list of tables if there are two or more tables. Use title case, defined as capitalizing key words, for table titles.]

LIST OF FIGURES

Figure 1: Title ............................................................................................... XXXXXXXXXXx

Figure 2: Title ............................................................................................... XXXXXXXXXXx

[Only include a List of Figures if there are two or more figures. Use title case, defined as capitalizing key words, for figure titles.]

Chapter 1

Introduction

(Note that “Introduction” is the Chapter title)

No introduction heading before the first paragraph of the introductory text. The introduction serves to engage the reader by discussing the overall research topic and background information to your proposed study. A good introduction should describe the broad foundations of your study and indicate the general scope of your study but should not go into so much detail that later sections such as the purpose, problem, and methodology become irrelevant. The introduction can also provide an overview of the sections that will appear in Chapter 1.

Background of the Problem

This section should lead up to the statement of the problem in order to create the context of the problem for the readers. In this section, you will want to draw upon the origins of the issues from which the problem is based upon. Be sure to integrate appropriate references to evidence the existence of a problem. Your discussion should reflect why the research problem is of important social concern or theoretical interest. This section is typically several pages in length.

Problem Statement

This section must clearly identify the problem. Include the phrase “The problem is…” to allow the reader to distinguish the issue driving the study. The problem must be supported with citations. A researchable problem is not simply a gap in the literature or a lack of information; a research problem is a documented existing social issue for which there is not a known solution or an effective solution. Review the CDS Dissertation Guide Problem Statement section associated with your selected design to ensure that this section aligns with your design. This section is typically brief at less than one page in length.

Purpose of the Study

This section should concisely explain the focus of your study. Begin this section with the method and design you have selected and provide a clear statement of the research objectives of your study. Provide a brief description of the means through which the goals of your study will be achieved and the geographic location of the study. When conducting a case study, which requires multiple sources of data, ensure that those sources are identified. For quantitative or mixed method designs include the study variables and instruments to be used to collect the data. Review the Purpose Statement section associated with your selected design to ensure that this section aligns with your design. This section is typically brief at less than one page in length.

Population and Sample

Describe the population by discussing the criteria that you will use for your study participants. Also, briefly discuss your sampling type and sample size. If your study will not include participants or primary data, then briefly explain your proposed sources of data.

Significance of the Study

The significance sections explain why the study is a unique approach to the problem to be investigated, potential benefit/benefactors from the proposed study, and the ways in which the study results might make an original contribution to the field. Discuss why this study important and to whom. Describe the potential contribution this research may make to current and future studies and thought and how the results of this research might add to leadership knowledge and literature. Review the CDS Dissertation Guide “Significance of the Study” section associated with your selected design to ensure that this section aligns with your design. This section is typically brief at less than one page in length.

Nature of the Study

This section should include a description of the general means through which the goals of the study will be achieved. In this section, you will present a synopsis and justification of the research method and design for your study. Provide an overview discussion of the research method (quantitative, qualitative, or mixed) and the appropriateness of the method for addressing the purpose of the study. Additionally, discuss why your proposal research design is more appropriate than two or three other possible research designs. For studies with a specific type, such as a case study, also support the selected type. Also provide a brief overview of the proposed instrumentation, data collection, and data analysis. This section is typically 1 to 3 pages in length.

Research Questions/Hypotheses

(Only include “hypotheses” in the heading if applicable)

In this section you will state your research questions and sub-questions, if appropriate. Please number the questions such as R1, R2, and so forth. Qualitative studies require at least two research questions and typically include about four. For quantitative studies include at least two sets of hypotheses. Review the CDS Dissertation Guide Research Questions/Hypotheses section associated with your selected design for specific information.

Theoretical or Conceptual Framework

(One or the other—delete either theoretical or conceptual from the heading)

The framework should place the study in perspective among existing theories or conceptual models and provide a framework related to the research topic. The discussion should reflect the broad theoretical area under which the research falls and reflect familiarity with germinal and current theories in the field. Remember that a theoretical framework is typically used for a quantitative study to model the theoretical relationships between the variables; a conceptual framework is typically used for a qualitative study and consists of several theories that underpin the topic. The framework should only introduce readers to the relevant theories; this discussion will be expanded in Chapter 2.

Definition of Terms

This section is only required if any operational terms or words are used in a unique way in this study. Any definitions must be supported with citations.

Assumptions, Limitations, and Delimitations

State any assumptions that you will be using as a basis for your study. Limitations are issues that the researcher cannot control. In contrast, delimitations define how you are choosing to control or scope your research. Also mention generalizability of the study findings. Note that qualitative studies are not generalizable to the population.

Chapter Summary

The discussion should summarize key points presented in Chapter 1. Information should be presented in a discussion context. Supporting citations should be provided for key points. The chapter summary should end with a transition to next chapter such as “Chapter 2 will...” or “In Chapter 2…”.

Chapter 2

Literature Review

Begin with an introduction with no section heading. Remind the reader of the study topics and the foundational theories that drove the review of the literature.

Title Searches and Documentation

Describe the approach that you used to search for relevant documentation including key words used to search for publications. You can opt to include a table in this section to describe the numbers of journals, books, or other sources used for your various topics.

Historical Content

Generally, historical content is defined as over 5 years old. Include subsections for each of the various topics related to your study. The topic subsections should be presented in order from the broadest topic to the narrowest topic. Include both germinal content and content that is considered historical based on its publication date. It is crucial that you do not develop your literature review as merely a series of annotated bibliographies that discuss one source after another. It is crucial to synthesize the sources by comparing and contrasting the various perspectives on each topic. Include subheadings to delineate between various historical content topics.

Current Content

Generally, current content is less than 5 years old. Include the same subsections that you used in the historical content unless there is no current literature for a specific topic. Here again it is important to synthesize the sources—compare and contrast the various perspectives on each topic. It is important to describe all perspectives of each research topic including any controversial literature rather than presenting only literature that supports your own perspective in order to create credibility. Include subheadings to delineate between various current content topics.

Theoretical or Conceptual Framework Literature

(One or the other; must reflect the type of framework used in Chapter 1)

The framework in Chapter 1 should only have introduced readers to the relevant theories. This section should include subsections for each of the relevant theories and discuss supporting germinal and current literature on those theories.

Methodology Literature

Describe the various studies that have been accomplished within your topic area. Focus on the methodologies that have been used in research and on the findings of those studies. Key objectives are to address what has already been accomplished in previous research and to support that your methodology will add to the body of knowledge.

Research Design Literature

In Chapter 1 you briefly described your selected research design. This section should expand on that discussion and include support from several design methodologists including the germinal methodologists associated with the design.

Conclusions

It is important to recognize that this section is not the chapter “conclusion”; it is “conclusions”, meaning what did you conclude from the literature? Focus on what you derived from the literature you reviewed and remember to cite each assertion.

Chapter Summary

The discussion should summarize key points presented in Chapter 2. Information should be presented in a discussion context. Supporting citations should be provided for key points. The chapter summary should end with a transition to next chapter such as “Chapter 3 will...” or “In Chapter 3...”.

Please note that Chapter 2 should be expanded to 30 to 50 pages prior to submitting the complete proposal for review.

Chapter 3

Research Methodology

No heading for the introduction. Remind the reader of the purpose and objectives of the study. Introduce the contents of the chapter.

Research Method and Design Appropriateness

Expand on the Chapter 1 discussion by supporting selection of the research method and design. Provide a detailed overview discussion of the research method (quantitative, qualitative, or mixed) and the appropriateness of the method for addressing the purpose of the study. Additionally, include a detailed description of why your proposal research design is more appropriate than two or three other possible research designs within the selected method.

Research Questions/Hypotheses

This section should reiterate the research questions and any hypotheses introduced in Chapter 1.

Population and Sample

Discuss the population for the proposed study, defined as the pool of potential participants for the study. If the study will include a stratified sample discuss the various population groups to be included. Follow the population discussion with a description of the sample size and how the sample size was established. For stratified samples discuss the sample size to be obtained from each population group. For studies that will not include primary data use an alternate heading such as “Data Sources” and discuss the proposed sources of the study data, such as archival data. Ensure that you collect demographic data from the participants, including any data relevant to the study topic such as organizational position and experience in years, to include in Chapter 4.

Informed Consent and Confidentiality

Discuss how you will obtain informed consent from any participants and describe any signed permissions already obtained including Permissions to Use Premises, Permission to Use Data, Permission to Use Survey, and so forth. Describe how any confidential data will be stored and later destroyed. Refer to appendices such as the Informed Consent Form; for example, “See Appendix A for the Informed Consent Form”.

Instrumentation

Describe any instrumentation to be used to collect primary data such as qualitative questionnaires, interview protocols, or surveys. It is important to include a table to indicate how the instrumentation items, defined as interview questions or survey questions, align to the research questions or hypotheses. Refer to appendices such as the instrumentation.

Field Test or Pilot Study

Qualitative studies require a field test on original narrative data collection instruments. Note that field tests must be conducted prior to proposal approval; therefore, the field test and its results must be described here in Chapter 3. Original quantitative instruments require use of a pilot study to produce validity and reliability data; however, pilot studies cannot be conducted prior to proposal and IRB approval. Therefore, the plan to use a pilot study should be described in Chapter 3, and the results should be discussed in Chapter 4. Mixed-method studies may require both a field test and a pilot test.

Credibility and Transferability or Validity and Reliability

For qualitative studies, include a section on credibility and transferability or trustworthiness to discuss how these attributes will be accomplished within the study. Include any relevant discussion regarding how the various sources will be triangulated. For quantitative studies, include a section on validity and reliability. Quantitative instruments that are commercially produced or have been published should have validity and reliability data available. Original quantitative instruments will require use of a pilot study following IRB approval to produce validity and reliability data. Mixed-method studies often require discussion of both credibility and transferability, and validity and reliability.

Data Collection

This section must include a complete description of the processes to be used to collect any primary or secondary data. Include discussion of how any participants will be recruited for participation and describe any permissions required to collect these data. If data will be collected in phases, such as during a Delphi study with two or more rounds, a case study with multiple sources of data, a study with a stratified sample, a quantitative study with more than one survey instrument, or a mixed-method study, describe each phase of data collection process clearly.

Data Analysis

Data analysis section must include a detailed description of the processes or statistical techniques to be used for analysis of any primary or secondary data. Proposed data analyses techniques must clear and appropriate to the research design and a sufficient level of detail must be provided. Qualitative analysis steps must be described and must align with the selected design, such as the constant comparative approach for a grounded theory study and a modified van Kaam process or Stevick-Colaizzi-Keen process for phenomenology. When applicable, quantitative data analysis discussion must include information on the statistical tests to be performed, Alpha levels for hypotheses testing, and whether the testing will be one-tailed or two-tailed.

Chapter Summary

The discussion should summarize key points presented in Chapter 3. Information should be presented in a discussion context. Supporting citations should be provided for key points. Although Chapter 4 is not submitted as part of the proposal the chapter summary should end with a transition to next chapter such as “Chapter 4 will...” or “In Chapter 4...”.

Chapter 4

Analysis and Results

No heading for the introduction. Remind the reader of the purpose and objectives of the study. Introduce the contents of the chapter. Keep in mind that Chapter 4 should solely describe the analysis process and the study results; therefore, no citations should be included in this chapter.

Research Questions/Hypotheses

This section should reiterate the research questions and any hypotheses. Ensure consistency in the wording with previous chapters.

Data Collection

Provide a detailed discussion of the informed consent and data collection process used. Additionally, if the actual data collection process differs from the proposed process as described in Chapters 1 and 3 revise those chapters to reflect the actual process used. Note that if data collection is performed in multiple phases, such as in a Delphi technique or a mixed-method study, Chapter 4 should include subsections for each of these data collection and data analysis phases.

Demographics

Describe the study participants by stating information such as gender, age range, ethnicity, region, occupation, years of experience, or other relevant demographics. To avoid confidentiality issues, collect and report age in ranges such as 20 to 30, 30 to 40, and so forth. Include the demographic information as text, tables, or a combination or text and tables. However, report the demographics individually without linking the demographic data together or to a participant. For example, the reader should not be able to determine that Participant 1 was an Asian female teacher in her 30s who lives in the North West region since this information may compromise confidentiality. For studies that did not include primary data use an alternate heading such as “Data Sources” and discuss the sources of the study data.

Pilot Study

(Include this section only for original quantitative instruments)

Original quantitative instruments require use of a pilot study to produce validity and reliability data. For any research that included a pilot study report the results in this section.

Data Analysis

Data analysis section must include a detailed description of the processes or statistical techniques used for analysis of any primary or secondary data. If the actual data analysis process was altered from the proposed process revise Chapters 1 and 3 to reflect the procedures actually used. The description of data analysis steps should include a level of detail that would allow a competent researcher to reproduce your analysis.

For narrative data analyze these data individually for each research question rather than for each interview or questionnaire question. Similar to data collection, if the analysis is performed in multiple phases, such as in a Delphi technique or a mixed-method study, Chapter 4 should include subsections for each of these data analysis phases.

Results

Effective reporting of the results is extremely important. For qualitative narrative data the results are typically reported as themes. Each theme should be reported in a separate sub-section and should be numbered such as Theme 1, Theme 2, and so forth. Typically, the number of major themes for a qualitative study are three to eight. Consider that each theme will need to be compared and contrasted against existing literature in Chapter 5, so exceeding eight themes is not recommended.

Themes should be phrases or short complete sentences that reflect the objective of the study. For example, a theme of “Communication” is too vague to be effective, whereas “Insufficient communication from administration” or “Insufficient communication from administration was a barrier to effective teaching strategies” conveys a much clearer context. Each theme must be supported by example narrative, such as three to five examples of brief participant quotes. Identify the participants using their code, for example “P3 stated ‘If we could only get clear direction from the principal it would make our jobs so much easier’”.

For quantitative data, include the analysis tables and describe the results of the analysis. Include a sub-section for each research question and reiterate the associated hypotheses. Discuss the meaning of the results in terms of supporting or not supporting the null hypotheses, and clearly describe the meaning ascribed to those results.

Regardless of the research method, include any outlier data. Do not compare the results to literature in Chapter 4; save this information for Chapter 5.

Chapter Summary

The discussion should summarize the chapter and reiterate the results presented in Chapter 4. The chapter summary should end with a transition to Chapter 5.

Chapter 5

Conclusions and Recommendations

No heading for the introduction. Remind the reader of the purpose and objectives of the study. Introduce the contents of the chapter.

Research Questions/Hypotheses

This section should reiterate the research questions and any hypotheses. Ensure consistency in the wording with previous chapters.

Discussion of Findings

The objective of this section is to compare and contrast the study results to existing literature. For qualitative and mixed-method studies with resultant themes, this section must include sub-sections for each theme. For quantitative and mixed-method studies with hypotheses, this section must include sub-sections for the results of each set of hypotheses. Compare or contrast each result to three to five published sources. Note once you have established the study results you may need to slightly expand the Chapter 2 literature review to include relevant information or information that has been recently published.

Limitations

In contrast to the limitations discussed in Chapter 1, the Chapter 5 limitations section should focus solely on unforeseen limitations that were revealed while conducting the study. Remember that limitations are out of the control of the researcher.

Recommendations to Leaders and Practitioners

Keep in mind that the entire study culminates in this section so consider this discussion carefully. Based on the research questions and the results, convey how leaders and practitioners might mitigate the problem underlying the study. Consider including a recommendation for each of the results.

Be very specific in the recommendations and consider ending the section with a table to reiterate the recommendations for each of the results. Additionally, ensure that the recommendations align with the research design. For grounded theory studies include a theory or a theoretical model, and for action research clearly describe the recommended actions for leaders and practitioners to pursue. Whenever appropriate include a model in this section. Remember that the goal of a practitioner doctorate is to improve your field of practice, which is accomplished through your recommendations.

Recommendations for Future Research

When completing this section consider how you might have accomplished the study differently. Also consider what you have uncovered that might be further explored through additional research. Include three or four specific recommendations for further study and include recommended methodologies.

Chapter Summary

Summarize only Chapter 5 rather than the entire dissertation. Reiterate each of the study objectives or research questions and state the study findings. End with a strong cogent statement that conveys what the study has contributed to the body of knowledge.

A researcher reflection section can also be included in Chapter 5, and this section can be written in first-person language.

References

[Use hanging indent format and double space the entire list]

Appendix A

Title

[Start section text here] [Note: If including permission or consent documents, you must remove all personal information including phone numbers and email addresses.]

AUTHOR BIOGRAPHY

[optional]

[Start section text here]

Change Log

DOC/714S: Symposium I

Sonja Thomas

University of Phoenix

DOC/714S: Symposium I

Dr. Jim. Lane

January 18, 2021

African American Women Advancing in the Workforce

Educational Administration with Specialization in Leadership for Administrators

Problem Statement

The problem is due to systemic racism, mentoring, lack of equity, support, and a tradition of male patronage, there is a lack of African American females serving in a district-level position as superintendent in grades K-12 public schools. Sales et al., (2019).

African American female educators are less likely considered for district-level positions when they are in an administrative or leadership role. African American athletes are generally well-represented as players on many college campuses but poorly represented as coaches, athletic directors, and administrators in leadership positions.

Lewis XXXXXXXXXXMentioned African American women perceived their work to be more scrutinized than white males. Sales et al XXXXXXXXXXnoted 'Due to systemic racism, mentoring, lack of equity, support, and the tradition of male patronage, and there is a lack of African American females serving in the Goldsboro district level superintendent positions (Sales et al., XXXXXXXXXXAfrican American female educators are less likely considered for district-level superintendent positions when they are in an administrative or leadership role. African American athletes are generally well-represented as players on many college campuses but poorly represented as coaches, athletic directors, and administrators in leadership positions.

Purpose Statement

The purpose of this proposed qualitative descriptive study is to hear participants' experiences and perceptions of why African American women are less likely to obtain a superintendent position in K-12 public schools. At the same time, they are administrators or in a leadership role and explore the barriers halting them from getting and being successful in an executive or leadership position. This study will examine strategies to promote the increasing number of African American females in executive-level administrative positions. The participants will be ten African American females' teachers, and administrators, in K-12 public schools from Goldsboro, North Carolina.

The purpose of the interviews is to gather data to explain why African American females are underrepresented in executive or leadership roles and outline the barriers halting them from obtaining an executive position. Results of the study may provide insights into this phenomenon. However, it will not offer insight into specific appointments. Still, it will determine why women of color not considered for such positions and the steps needed to encourage them to apply for an executive position.

The Research Method Identified

The research method I will potentially use is the qualitative research method. This study will explore the barriers that hinder African American females from taking on an executive leadership position. Choosing the qualitative research method aligns with my purpose because it will allow me to explore, learn of others' experiences and opinions by conducting interviews, and gather data by finding out "What and How." The qualitative method aligns with the problem because African American female educators are underrepresented in leading in an executive-level leadership position in K-12 public schools.

African American females face race and gender barriers that prevent them from advancing to a district superintendent position. A qualitative research method is based on an individual's opinions and experiences.

The Research Design Identified

The research design chosen for the research is the qualitative research method. Before the researcher starts to do his or her research, they must ask themselves why this study? Is this something that is of importance to him or her? Can you gather enough literature to prove what the problem is? If so, then you have a problem statement and a case to research that will quicken the readers' interests as to what you are articulating to them and what you want the audience to know" (Gall &. Gall, 1996).

The narrative inquiry design is suitable for the chosen study to explore the participants' experience and perceptions of why African American females are less likely to obtain superintendent positions in K-12 public schools when they are administrators or in a leadership role. Through qualitative research design narrative inquiry, it will allow me to "interview participants audio record, take notes of the lengthy interview and reduces the data the researcher must gather from participants" (Moustakas, 1994, p.14). This study will interpret the participants; experiences through emerging themes and patterns that cannot be quantified as to why African American females are less likely to obtain a district executive-level position. The purpose aligns with the quantitative research design grounded theory because it will allow the researcher to investigate why there is a low number of unrepresented African American females in a district-level position. The researcher will see what may be halting them from obtaining such a job and what programs are needed to inspire them to apply for a job.

The researcher will be able to study the culture, gather data collection and materials within the setting. Ethnography listens and records the voices of the informants during the interview. The case study goes back to the problem of what needs to be investigated in the research study. This qualitative research design aligns fully with the topic of research and the research questions. The study will lay out details and data explaining why schools' current administrative leaders are not in a district-level position. This research will give knowledge and insight into what type of programs need to eliminate the barriers and encourage African American females to apply for higher-level positions. The study results will determine why fewer African American females are not selected for district-level positions and the steps needed to encourage them to apply for a district-level superintendent role.

The research questions align with my study's aim to explore why African American females are not in district-level positions. This study will lay out participants' experiences, stories, perceptions, and insights. This research will explain what type of programs need to eliminate the barriers and encourage African American females to apply for higher-level leadership roles. The research method and design will allow me to gather pertinent information from participants and understand the necessary steps to collect such information as a researcher.

Research Population and Sample

The population for this study will consist of African American females lead teachers and administrators in education from Goldsboro, North Carolina. An executive-level administrative position defined as the district and central office levels positions, such as the superintendent assistant superintendents, that impact student and implements district-wide educational policies and procedures

Research Questions

1. ." What are the barriers that are keeping African American females from obtaining a district-level position?

2. What are supports needed to guide or reinforce African American females to seek a district-level position

3. How can the barriers be broken, and how does the number of African American females appoint to an executive-level position increase

4. Provide a summary of how your research question aligns with your study's purpose.

The research questions align with my study's purpose to explore why African American females are not in district-level positions. This study will lay out details and data explaining why schools' current administrative leaders are not in a district-level leadership position. This research will give knowledge and insight into what type of programs need to eliminate the barriers and encourage African American females to apply for higher-level leadership roles.

conceptual framework:

This study's conceptual basis is mentoring, systemic racism, sexism, the tradition of male patronage, lack of equity, and support. These concepts inform the study of the perceptions of African American females. The concepts relate to this study because, as the researcher, one must explore each concept by describing through notetaking, interviews, observing events, and understanding the participants' lived experiences and perceptions. Through this information processing, all collected data takes place for the researcher to take a step back, read and reread the information and put it together as a story. The base for this study of concepts is that it will inform the readers that there is a problem of why few to no African American females as superintendents and what the reasons are, and what is halting them from being considered to hold a district-level position in K-12 public school.

Mentoring for African American females is critical because it encourages them and assists them in furthering their professions. Females will gain knowledge, skills, professional socialization, and personal support by having a mentor and allowing them to have a better chance of being successful in their career. African American female leaders lack support from their superiors. They lack respect from staff who work under them because some white counterparts feel that black females are not competent at their job and think they should be over the black female and not the black female.

There is a lack of equity in black and white counterparts due to unfairness in policies, practices, and programs in the workplace and education.

The concepts related to this study because qualitative research allows the researcher to investigate participants' perceptions, lived experiences, and or processes through storytelling (University of Phoenix, XXXXXXXXXXQualitative research attempts to produce findings or results by explaining and describing situations and how each participant perceives things. Qualitative research allows the researcher to observe, record, and interpret findings, whether it be verbal or nonverbal communication. It will enable the researcher to go beyond the initial responses and rationale; it will also be more actively engaged (University of Phoenix, 2020).

Topic Literature

Gillborn, D., & Ladson-Billings, G. (2019). Explained that racism in today's society towards African Americans is real, and critical race theory recognizes it and is working towards ending racial oppression towards Americans.

According to Allen, M XXXXXXXXXXAfrican American women were disadvantaged in the social, economic, and political domains because they face racial discrimination based on race and gender. It is implied that all are alike. Black women felt their needs were being ignored by both movements and struggled to identify with either based on race or gender.

According to Fields et al XXXXXXXXXXdue to ethnicity and stereo-typing within the Texas schools, some barriers and challenges were facing aspiring African American superintendents: (a) lack of networking (not connecting with other organizations), (b) lack of mentors, not having support or leadership skill (c) lack of school district pool of potential African American candidates, assisting in the decision making process and (d) lack of professional education and equity associations. African Americans were not looked upon as leaders in top administrative positions (Fields et al., 2019).

Southern, K XXXXXXXXXXNoted he was going asked to participate on a panel discussing racism and COVID19 he noticed that there were not any people of color on the discussion panel in discussing these topics, they were all white counterparts. Southern, K XXXXXXXXXXstated that he will make certain to ask about where are the people of color that should be a part of any discussion. Southern stated that from that day forward he was making a change to ensure that there are people of color participating on all discussion panels, programs and interview process Southern, K. (2020).

Robicheau, J., and Krull, M XXXXXXXXXXStated that due to the lack of African American females in a leadership position it brings upon racial disparities in schools. Robicheau noted that students need role models and when they see a person of color as the leader of their school, they think to themselves ‘wow’ that could be them (Robicheau and Krull 2016).

Topic Theories

McManus, L.M XXXXXXXXXXNoted that systemic racism and sexism play a significant role in society today. African American females are treated differently than their counterparts when they are in a leadership position or applying for a leadership position and questioned if they are qualified for the job (P., 68).

Shepherd XXXXXXXXXXnoted African American females could benefit from mentoring programs because of their talents, characteristics, and nurturing abilities to contribute to an executive-level position. African American females are aggressive, argumentative, and unfit individuals not suitable for a leadership position. However, Mentoring provides guidance, support, and encouragement to improve career development and advancement (p., 49).

Research Data Collection Strategy

Ten African American females in education will be participants in the interview process. The researcher will contact all participants by telephone to schedule an appointment for the interview or via email. Within the email, an IRB informed consent and an IRB cover letter detailing the study's nature. The interviews will last between 30-60 minutes and held at the participant's agreed-upon location.

References

Allen, M. (2017).The sage encyclopedia of communication research methods(Vols XXXXXXXXXXThousand Oaks, CA: SAGE Publications, Inc doi: XXXXXXXXXX/ XXXXXXXXXX

Carter, D. J. & Wilson, R. (1993, January). Minorities in higher education: Eleventh annual status report. Washington, DC:AmericanCouncil on Education.

Crase, D XXXXXXXXXXThe minority connection: African Americans in administrative/leadership positions.Physical Educator,51(1), 15.

Denzin, N. K XXXXXXXXXXInterpretive biography. Newbury Park, CA: Sage

Fields, Milton R, III; Jones, Don; Korelich, Kathryn Research in Higher Education Journal, v37 Nov 2019 ISBN:N/A ISSN:EISSN XXXXXXXXXX

Gall, M. D., Borg., W. R, & Gall, J. P XXXXXXXXXXEducational research: An introduction (6th ed.).White Plains, NY: Longman.

Gillborn, D., & Ladson-Billings, G XXXXXXXXXXCritical Race Theory. In P. Atkinson, S. Delamont, A. Cernat, J.W. Sakshaug, & R.A. Williams (Eds.),SAGE Research Methods Foundations.https://www.doi.org/10.4135/ XXXXXXXXXX

Lewis, C XXXXXXXXXXGender, Race, and Career Advancement: When do we have Enough Cultural Capital?Negro Educational Review,67(1–4), 106–132.

MCMANUS, L.M XXXXXXXXXXSounds of Silence. Independent School, 801(1), 68-73.

Moustakas, C XXXXXXXXXXPhenomenological research methods. Thousand Oaks, CA: Sage.

Robicheau, J., & Krull, M XXXXXXXXXXCareer Advancement for African American School District Leaders: A Qualitative Study on Aspirations, Barriers, and Trust.AASA Journal of Scholarship & Practice,13(3), 23–39.

Sales, S., Galloway Burke, M. and Cannonier, C. (2019), "African American women leadership across contexts: Examining the internal traits and external factors on women leaders' perceptions of empowerment," Journal of Management History, Vol.26 No. 3, pp XXXXXXXXXX. https://doi.org/10.1108/JMH XXXXXXXXXX

Shepherd, M.L XXXXXXXXXXPerceptions of African American Female Leaders on Career Advancement. Leadership & Organizational Management Journal, 2015(1), 49-62

Southern, K XXXXXXXXXXPledging to Disrupt Systemic Racism in Higher Education Advocacy.Diverse Issues in Higher Education,37(10), 10.

Date	Page Number	Changes to Document:
March 16, 2021	APA 7^th Edition	Updates throughout to comply with APA 7^th edition

apa-doctoral-dissertation-template-1-c2b2bhvy-1ko2f2tj.docx

Deblina · Accepted Answer

Chapter 2
Literature Review
The American workforce seeks to expand, with descendants now employed and ethnicities increasingly represented. One characteristic, nevertheless, has stayed basically identical: African-American female's lack of representation in executive roles. Despite considerable progress our country has achieved in regards of gender and racial equality, African-American females continue to be underrepresented in top management positions. The evidence is powerful and, in certain ways, depressing, since there is still no meaningful progress despite laws, diversity intervention strategies, and positive discrimination. This research, on the other hand, was performed with a strategic approach on greater understanding the phenomena in order to discover not just architectural hurdles, but also established approaches that have resulted in improved accessibility and inclusion of African-American females in senior leadership positions. The literature with respect to the lives and experiences of African American women in K–12 leadership roles is discussed in Chapter 2. The historic dimensions of schooling, the role of women in academic achievement, and the subjective experience of Black women in K–12 leadership roles have all been studied in the literature. The goal of this study was to look at why there are so few Black women in leadership positions in K–12 schools, how that lack of variety affects a group's performance, and what organizations may do to modify hiring policies. The relevance of Black women's leadership in K–12 academic settings is highlighted by the hurdles and workplace practices that affect Black women leaders in such environments. The following sections make up this chapter: 
(a) the implications of sex on leadership, 
(b) career orientation, 
(c) the background of African-American education, 
(d) African-American women in management positions,
(e) conceptual foundations, and 
(f) how an underrepresentation affects academic institutions.
Title Searches and Documentation
This research adds to current and prospective research on African-American females in executive positions, as well as, to a lesser extent, women in general. According to current study on women and women of color, more research is needed to understand why there are still challenges for African-American women in executive roles, as well as the impact of stereotypes on their performance and ascent to the C-suite, and also persistence (Jackson & Daniels, 2007).
"Extensive research must be performed to address the dilemma that women exhibit strengths in management skills yet are disadvantages in actual attaining and keeping management jobs," Sanchez-Hucles & Davis (2019) said. Discriminatory practices complaints based on race and sex surged in 2013 after the prior findings of Sanchez-Hucles & Davis was published in 2010 (Davis, 2009). As per the EEOC's monitoring of all Title VII allegations, racial prejudice accounted for 35 percent of all accusations submitted in 2014, resulting in a $75 million settlement. Recent study also points to the necessity for more research into how African-American females overcome these obstacles in order to help other women succeed (Davis, 2009).
In addition, despite the various hurdles and advancements achieved over the decades to uplift women in the workplaces to a sense of equality, EEOC complaints for African-Americans and women peaked in 2013. According to investigation, additional research is needed to see if the effort done to abolish prejudice has waned or is no longer as successful as it once was (Blackstone, 2011). This study will aid in determining whether the task is finished, and also facilitating investigation of how chronological generalizations and obstacles impact existing day hurdles for African-American women, as well as providing additional insight into tools that can be used to assist African-Americans in their career advancement. Furthermore, the outcomes of this study will aid in the creation of career planning frameworks and diversification intervention strategies that will result in much more African American females in senior leadership roles.
Norms in the Workplace and in Society
The pay disparity is a result of employment practices that are perpetuated by cultural standards. Men had formed the rules and commercial conventions that are now in use. It has been worsened by traditional conventions about women's and men's roles, which have not developed to match "the contemporary condition" and somehow still match a woman's primary function as a housewife.
The glass barrier is described as "the manmade obstacles founded on psychological or institutional prejudice that prohibit talented employees from rising higher in their company into senior-level jobs," according to the United States Department of Labor (Blackstone, 2011). The Federal Glass Ceiling Agency was formed in the year 1991 to handle the problem of workplace imbalance that was harming women since an "invisible wall" was restricting their access to professional possibilities and progress inside enterprises. The Committee's goal was to look into organizational prejudice, not just against women but also against black people in general, and provide suggestions. The following is an extract from the Honorable Robert B. Reich's Message from the Chair.
Inequality, particularly the glass ceiling, continues to draw a clear line between those who flourish and those who are left behind. I will say it again. The breaking of the glass ceiling is not just an issue of fair treatment, but also a matter of economic necessity. It affects corporations' bottom lines as well as the economic security of American households in the future. According to independent studies, organizations that go above and above in recruiting and developing minorities and women are much more lucrative. Covenant Asset Management discovered that companies decided to commit to helping to promote minority and women employees had an annualized total financial return of 17.4 percent more than a five-year period, particularly in comparison to only 7.8% for those with the most shatter-proof gender barriers, according to a study of the Standard and Poor's 500.
Notwithstanding the improvements arising as a result of the feminism rights and law suits to delete discriminatory practices as a consequence of the Committee's work, vital and important factors, such as the glass ceiling, remained for women to climb up to the highest levels of the corporation, according to Meyerson and Fletcher (2020). These restricting factors, while not often visible, are nonetheless profoundly established in company culture, work practices, and conventions; as a result, these subtle obstacles endure, with unsettling implications. This is supported by studies by Hartman (2019) and Hogan and Mallot (2020), that indicated that covert prejudice persisted despite the introduction of anti-discrimination legislation.
Furthermore, according to Meyerson and Fletcher (2020), even once women join the executive path for professional growth and reach the highest rungs of the company hierarchy, they frequently "fall off" owing to dissatisfaction and disappointment. Women accounted for 10 percent of senior level jobs in Fortune 500 companies at the time of publishing, fewer than 4 percent of the upper ranks of Director, presidents, executive vice president, COO, and less than 3 percent of top salary earnings. "Although women of color make up 23 percent of the workforce in the United States, they only make up 14 percent of management positions," according to the research. "African-American females hold 6 percent of executive positions". The report argues that a modest win’s approach focused on gradual change, which targets specific prejudices in order to chisel away at them, is the way ahead in breaking the glass barrier. Throughout a methodical three-step process of issue identification, diagnosis, and experimenting, impediments to women's ascension can be addressed.
The core issue of injustice is maintained in part because many workplace policies, conventions, and practices were written by men for men and based on their experiences. Since these "means of doing business" are strongly ingrained, and in many aspects are becoming a part of organizational DNA, female's interests and needs continue to be ignored or neglected entirely as a consequence of this one-sided approach. For example, how corporations identify and evaluate leadership capacities and competency is mostly focused on male-dominated attributes; also, cultural presumptions about men and women's roles remain, with women primarily responsible for family concerns rather than work. Since "organizational factors mirror cultural norms," this is significant (Zamani, 2003). This is not to say that males are to blame, but it is necessary to recognize the source of the contributing component in order to create and implement a viable remedy.
Not much has altered in the proportion of women in senior roles in Fortune 500 businesses in 2015, including their participation at the top levels of President, chairman, executive vice president, and COO. Women of color make up 16.5 percent of Fortune 500 employees, according to Benchmark survey results from 2015; they hold 9.4 percent of first/mid-level administrators, 3.9 percent of Executive/Senior level authorities and responsibilities, and.4 percent of CEO positions. For each of these categories connected to leadership responsibilities, African American women hold 3.8 percent, 1.2 percent, and.2 percent, respectively (Harris, 2022).
Factors That contribute to African American Female's Challenges
The tangible canopy is a unique identification that describes barriers that cannot be penetrated by African women and minorities; the concrete ceiling is a career restricting factor that influences not only the ability to ascend in an organization, but also the ability to co-exist. The glass ceiling has been identified as a contributing factor in the ascension of women of color to leadership positions. As per Catalyst, a comparison of the glass ceiling vs the workplace diversity indicates that the earlier is a nearly impenetrable barrier that adds to the difficulty of upward motion. Indeed, a Catalyst poll titled Empowering African American Women in the Workforce:
The specific crucible that this demographic group faces is highlighted in What Leaders Need to Know.
Despite the fact that African American women are a significant and rising source of ability, they still account for just 1.1 percent of Fortune 500 corporate officials. African American women describe being excluded from informal networks and having conflict relationships with white women as a result of their double outsider position, which they share with white women and African American males (Harris, 2022).
The difficulty of upward mobility for African American women relative to other employees is also corroborated by Giscombe and Mattis' research (2002). The results of a survey of 1735 African women working in 30 Fortune 1000 companies revealed four major challenges for this group: high-profile assignments, informal connectivity with influential colleagues, a lack of influential sponsors or mentors, and company role models who are of the same ethnicity. Any of these barriers might assist explain and understand better the lack of representation of African American females in senior leadership roles, as well as the impact of the glass ceiling.
Strategic Choices
The rise of African American females to leadership roles is hampered by a failure to make smart job decisions based on a professional path and personal accountability.
According to Jackson’s (2013) study, African-Americans as a group do not have good professional development goals, and as a result, they contribute to their lack of opportunity. Individual preparedness might be limited by a lack of strategic career guidance in terms of making employment choices that correspond with short and long-term personal organizational goals. As a result, individuals with dreams of ascending the corporate ladder must make professional selections with a strategic aim rather than a need. According to Thomas' conclusions, this group should take personal responsibility for obtaining leadership opportunities. This study builds on previous findings by Thomas (2002), who discovered that African Americans who advanced from mid-level management positions were able to do so because of the following factors: job dedication, intentional career progression, favorable mentoring connections, strong endorsement, and a diversified network.
Simmons' (2019) study extends to the picture by providing the following recommendations for African American women in the workplace:
1. Women must be aware of their desires. Women must next establish a career strategy and assess the cost of execution after making this decision.
2. Women has to be willing to track their progress in order to assess efficacy. It is critical to review and make required course adjustments if goals are not being met.
3. Women must be keen to learn about technologies, procedures, and processes in order to gain a systemic perspective and a greater understanding of interrelations.
4. Women should take charge of their careers. Women must quit being passive and trusting somebody to see their potential and handle their careers for them.
5. In order to prove their competence and expertise to top executives, women must be prepared to assume leadership roles on special initiatives.
Organizational Structures
Another factor to examine is the influence of organizational structures. It is possible to say that there are systemic issues, which occur as a result of internal procedures and organizational policies.
Nettles and Perna (1997) investigated this phenomenon by performing a study to see if there was a link between diversity management initiatives and the development of African Americans into leadership positions in American companies. Affinity groups, mentorship, and learning & growth efforts were all investigated in the study. While the first two efforts had no statistically significant association, the data revealed that training and growth was a successful technique for management advancement programs.
Aptitude organizations, mentorship initiatives, and opportunities for training that emphasize the favorable use of influence and power, the development of strong friendships (SIC) with superintendents, the start practicing of leadership qualities in-house, and demonstrating commitment towards the organization may help striving African American officials progress in American companies.
In contrast to diversity programs, research has shown that firms may expedite women's career progression in the workplace by enacting rules that encourage it. According to Mbarika, Payton, Kvasny and Amadi (2007), African-American women who were promoted were able to progress as a consequence of natural policies that encouraged not just a qualified, as well as a diverse customer group. According to the findings, companies that take this strategy recognize that putting women in high-profile positions, as well as implementing mentorship programs and cross-functional education to broaden their knowledge base, will help women grow in their careers.
Barriers or challenges
There are not many African-American women in positions of power.
A thorough examination of history will demonstrate the difficulties women faced in advancing up the corporate ladder. Many people were absolutely prohibited. To obtain their start, some people worked long and hard and endured many sacrifices. According to research, women hold 1.3 percent to 5.1 percent of executive roles throughout the world (Fleming, 2008). In the United States, just 4% of CEOs and senior leadership roles are held by women (Fleming, 2008). "A new analysis from McKinsey & Company and LeanIn Org forecasts that at the current rate, it will take around 25 years to achieve gender parity in senior vice president posts, and more than 100 years to achieve gender parity in C-suite employment," says the report (Fleming, 2008).
Sexism, discrimination, marginalization, and a lack of job growth possibilities have all been experienced by women in general (Jackson, 2008). Racism has been an additional obstacle or hindrance for African American women. Women, particularly African American women, confront both perceived and realized hurdles in their ascension to executive roles, which may be much higher once they are in such positions (Jackson, 2008). As a result, for African-American women in executive roles, this double difficulty adds to the challenges they must overcome in order to succeed.
Over the years, there has been substantial research about the obstacles and limitations faced by women, particularly African-American women, in major Corporations. The following are four primary concepts that have been consistently validated by the research:
1. African-American women have a double disadvantage due to race and gender, resulting in an experience that is distinct from that of other women and ethnic groups. This might be owing to the legacy of slavery, as well as how African-American women are seen and treated (Chubin, May & Babco, 2005).
2. Given America's legacy of slavery and processing resources of African-Americans, African-American women continue to face stereotypes and their impact on how they are seen (Chubin, May & Babco, 2005).
3. The impact of the twin prejudice of race and gender typically separates African-American women in this professional experience (Alfred, 2001).
4. As a result, more is expected of African-American women in compared to their same-sex colleagues, and more is required (Alfred, 2001).
These four categories represent challenges that many African-American women experience in corporate America, and they must be tackled and conquered in order for African-American women to advance to executive positions.
African-American women are subjected to both racial and gender bias.
As previously stated, the combined prejudice of race and gender is the most important difficulty that African American women CEOs face. Discrimination against women is less prevalent today than it was in the past in terms of compensation and advancement. Nonetheless, data reveals that women still face unfairness when compare to men (Patitu & Hinton, 2003). Even though the wage disparity has narrowed over time, from 42 percent in 1960 to 21 percent in 2014, it will take another 40 years or more before women's income catches up to men's (Patitu & Hinton, 2003). Although the discrepancy is smaller than it was a few years ago, and some may claim that progress has been made, it still has a significant impact on women, particularly African American women. Sanchez-Hucles & Davis (2011) claim that "White women may face discrimination on the basis of their sexual identity, whereas African American women may face both race and ethnic harassment. Because of the likelihood of both gender and racial discrimination, African American women are unable to make appropriate causal attributions about potential discriminatory practices if they are turned over for leader development chances. "
Those in positions of responsibility must excel both in the face of and in the middle of these problems. One key result is that ethnicity and sex could be distinguished in the case of African American women, implying that race and gender prejudice do not usually go hand-in-hand (Davis & Maldonado, 2015).
With African American women, gender and race obstacles impact not just how motivated African American women leaders are to succeed, but also contribute to the various misconceptions and beliefs that hamper African American women leaders. Expectations have an impact on how African American women were advanced and, to a degree, how effective they are in those roles. Traditional gender roles have changed or are changing as a result of diversity training in workplaces, according to recent studies. While women are viewed as more powerful and aggressive, successful women are assumed to have more male qualities than feminine traits or to feel compelled to behave more masculine in order to prove themselves (Davis & Maldonado, 2015).
Stereotypes and Their Consequences
This stereotype/attitude is described by Mimms (1996) as "think management, think masculine stereotype." As a result, the concept is that female CEOs must exhibit the same characteristics as their male counterparts in order to be successful. This assumption is used to evaluate the performance of female executives, but is also used against women. "Top management roles and executive level professions are nearly always regarded to demand an achievement-oriented aggression and a psychological toughness that is antagonistic to the feminine gender stereotype," according to Mimms (1996). As a result, executive roles are frequently regarded to necessitate a distinct character than women are thought to possess. As a result, women must either conform to the ideal stereotype in order to be successful, or risk being judged and put under pressure. African American female CEOs face additional demands to adhere to stereotypes or to challenge them (Ashford, 2016). According to research, the more powerful women in these positions are, the less likely they are to conform to preconceptions (Ashford, 2016).
African American women CEOs' conduct and performance might be influenced by stereotypes (Alexander & Hermann, 2016). African American female CEOs are scrutinized for the way they communicate, lead, make choices, and even express them in the office (Alexander & Hermann, 2016). African American female CEOs are stereotyped as being overly pushy communicators, which may or may not be true of their male counterparts, but is widely condemned. For so many African American female CEOs, success requires assertive communication, more hard work than their male colleagues, and acceptance that does not come easily or soon (Alexander & Hermann, 2016). To avoid their authority being diminished, African American female CEOs must speak out for their views to be heard and express themselves inside their enterprises (Alexander & Hermann, 2016).
Furthermore, African-American female CEOs must work harder and outperform their male colleagues, are frequently excluded from informal social networks, and have a more difficult time finding sponsors. Women in general face the task of managing a dual position as mother and frequently wife at home and executive at work, therefore balancing professional and personal life. This balancing task can easily divert attention away from attending extra professional gatherings or sacrificing time with family. According to Bell (2011), African American female leaders face an additional burden of serving as the symbolic spokesman for their gender and race. As a result, skipping work gatherings may mean having little or no access to informal networking opportunities that might help you advance your career (Josiah Willock, Mayberry, Yan & Daniels, 2015).
Isolation is common among African-American women.
In general, African American women leaders are frequently put in positions where they are the only person of their race or gender, making them feel alienated in their responsibilities. According to statistics, African American women managers make up a small percentage of executive jobs, resulting in few to no colleagues of their gender and race. "Becoming the 'different' in the workplace," as Catalyst (2015) put it. This sense of "otherness" is a sort of loneliness that might manifest itself in a lack of friendships or a lack of social interaction at employment (Catalyst, 2014). Unfortunately, this might result in a reduction in exposure and, in certain cases, promotional possibilities. According to Catalyst (2015), "People who identify as "others" not only feel very different, but they also feel cut off from the core group.  People who are unique may be labeled as "outsiders," since they are not fully accepted as team members and are denied opportunities ". As a result, the proportion of African American women in executive roles is further limited as a result of this restriction.
According to Catalyst (2015), "People who identify as "others" not only feel very different, but they also feel cut off from the core group.  People who are unique may be labeled as "outsiders," since they are not fully accepted as team members and are denied opportunities ". As a result, the proportion of African American women in executive positions is further limited as a result of this restriction.
In addition, most women are taught by other women, with just a handful having male mentors, whereas the majority of males have male tutors (Josiah Willock, Mayberry, Yan & Daniels, 2015). The issue is that men dominate the bulk of executive roles, which has an impact on how many women are hired and promoted. "One implication of not getting access to top mentors is a lower possibility of acquiring access to a crucial job that promotes career progression," Josiah Willock, Mayberry, Yan and Daniels (2015) wrote.
Succeeding as an African American woman executive requires more effort.
According to several studies, African American female leaders must have faith in their talents and judgments (Sheared, 1999). In addition to battling preconceptions and isolation, African American female executives face additional pressure to succeed once they are in their positions. Communications, decision-making, implementation, and company performance results all look confident. African American female leaders must create and defend their credibility, which could be harmed or destroyed by workplace behaviors (Sheared, 1999).
In comparison to their male colleagues, African American female CEOs must have faith in their talents and have less tolerance for error. According to studies, "the combination of racial and gender prejudices frequently results in workplace disparities that skew people' views of African American women's abilities and, as a result, pervade African American women's everyday lives" (Sheared, 1999). As a result, African American women CEOs are subjected to increased scrutiny and criticism, making it more difficult for them to thrive (Sheared, 1999). A common misconception is that African American female CEOs must exhibit masculine characteristics to counteract the appearance of passivity, although aggressiveness and drive are sometimes misread (Sheared, 1999).
Gilbert, Jackson, Dillon Jr and Charleston (2015) argued that self-efficacy is essential for overcoming stereotypes' harmful effects. "People with high self-use a more problem-focused method; individuals with low self-efficacy take a more angst strategy," Hoyt and Blascovich (2009) said. Self-efficacy improves self-esteem and overall efficiency (Gilbert, Jackson, Dillon Jr & Charleston, 2015). Self-efficacy has become a crucial attribute for African American women leaders to thrive in the face of adversity, and it may provide African American women leaders a competitive advantage.
The research by Catalyst (2005) indicated that African American women may have a different viewpoint than other women. According to the article, by surpassing performance requirements, clearly communicating, connecting with mentors, creating strong connections with managers and colleagues, and leveraging their cultural backgrounds to boost their job performance, African-American women are able to flourish in the workplace. In some instances, being "outsiders" appears to benefit their performance (Catalyst, 2005).
As a result, African American female managers function from a "outsiders" perspective, which provides an insight and benefit that someone on the "inside" might overlook. African American female leaders have had to know how to navigate a corporate world dominated by white men using this perspective.
Historical Content
Because of regulations and practices, African Americans have had a difficult time in school in the United States. Black students were traditionally taught by Black instructors in underpaid and under-resourced environments (Gilbert, Jackson, Dillon Jr & Charleston, 2015). Brown v. Board of Education case reversed this trend. Brown v. Board of Education was a historic Supreme Court decision from 1954 in which the justices unanimously held that racial segregation of Black pupils in public segregation was unconstitutional (Browne, 2000). It was one of the Civil Liberties Movement's pillars, and it helped set the precedent that "separate- but- equal" schooling and other facilities just weren't, in reality, equal (Browne, 2000).
The function of the Black teacher is complex prior to integration. Not only were Black teachers employed to educate Black students, but they also acted as administrators, mentors for newbie educators, and community cultural advocates (Browne, 2000). Prior to integration, Black principals led Black schools, and these efforts helped to connect the school with the community. In the neighborhoods they served, they were leaders and advocates (DiClemente & Wingood, 1995). Because of the scarcity of job possibilities in education, school desegregation displaced many Black teachers and administrators, forcing Black professionals into other industries (DiClemente & Wingood, 1995). Impacts can still be felt now. The consequences of this judgment have had a tremendous impact on the educational paths of Black instructors and Black pupils (DiClemente & Wingood, 1995).
Just after Brown v. Board of Education ruling, the displacement of Black instructors was a huge concern. Black instructors were sacked, putting the Black country's economic, political, and cultural structure at jeopardy, and eventually affecting the educational destiny of Black students (DiClemente & Wingood, 1995). During 1954 and 1965, nearly 38,000 African American school administrators in 17 countries lost their jobs, as according Milner and Howard (2005). Desegregation caused collateral harm to Black administrators and school leaders, just as it did to Black teachers (DiClemente & Wingood, 1995). 
According to the literature, the number of Black administrators began to decline throughout desegregation, with the greatest percentage loss occurring in 1969, when racial integration was at its height (DiClemente & Wingood, 1995) discovered "many Black teachers had been assigned modest administrative jobs that were symbolic advancements" in a study of principal displacement in 11 southern states. Other Black presidents were reassigned to classrooms or assigned as assistant principals in charge of punishing Black teenage boys (DiClemente & Wingood, 1995). 
Moreover, politicians, according to Ethridge (1999) study, undervalued the relevance of Black educators and administrators to the education of the Black population. Despite having job security under segregation, integration forced Black educators into the same labor force as their white counterparts. Since "the authority to oversee integration was put into the hands of those who battled so hard to maintain separation," black teachers fared so badly during this period (DiClemente & Wingood, 1995). Their exclusion persists, and is exacerbated by the rise in the number of children of color currently enrolled in public schools across the country (DiClemente & Wingood, 1995).
Afro-American females in the South influenced the educational consciousness of Black American women. Lucy C. Laney claimed in the 1899 Hampton Negro Conference that intelligent colored women had a moral obligation to help Afro-Americans adopt more sanitary practices for their houses and people, to aid those who were incarcerated, and to help remove prejudice. "Women are by nature adapted for educating very small kids... In the preschool and elementary school is the salvation of the race," she writes. However, only women of personality and culture could "perform the lifting," since "she who would mold character, must possess it herself" (Gill, 2013). 
During 1895 and 1925, African-American academics discussed the goals and content of high school for African-Americans. Hampton Institute was the first institution to provide Afro-Americans a trade-oriented higher education. Booker T. Washington, a Hampton alumnus who became the president of the Tuskegee Institute in 1895, took up and expanded on this notion. Following 1905, no Black scholar could avoid discussing the need of Afro-Americans learning about themselves. As an advocate of Pan-Africanism, W.E.B. Dubois proposed an educational program that would provide all Afro-American pupils with the basic instruments for life. Every Afro-American, according to Du Bois, needed to know French, Spanish, and Portuguese in order for Africanism to prosper. 
The importance of foreign languages has become clear in today's multilingual economic and political climate of globalization, and one could not agree with him more. Gill (2013) stated that such languages were prioritized since most African-Americans outside of the United States spoke French or Spanish. Around 1925, Howard Fisk and Atlanta University had established a reputation for professional education, whilst Hampton and Tuskegee Institutes focused on industrial training and allied fields. The crucial point to make here is that Afro-Americans frequently considered education as a way out of poverty. They were better able to find work and address societal disparities and injustices as a result of their education. 
Many Afro-American educators, thinkers, and leaders asked that only black academics with formal training be chosen to teach at black colleges since white institutions would not hire them even if they were highly qualified. Those blacks who were employed as teachers frequently acted as administrators in addition to their instructional responsibilities. Because white supremacist funders only agreed to support them provided white people were the leaders or supervisors, numerous white presidents led many Black organizations. Remark that at today's mostly white institutions, where the number of Black professors is minimal, the tendency has not completely vanished. Thankfully, public institutions have been pressured to attract more persons from underrepresented groups in terms of balancing or serve as a counter-trend. 
Nevertheless, it is important to note but the need to equalize the imbalances between affluent whites and disadvantaged minorities has persisted. Several different perspectives, as well as the affirmative quota system, are now frowned upon by young whites who believe they have been duped and are victims of reversed discrimination in university admissions. From enslavement to the present, African American labor has been critical to the progress and riches of the United States. African American female's resistance and courage have been crucial to their folk's struggle to survive, liberty, and ego. Compelled into slave labor prior to actually liberation, then stuck in Jim Crow legislation in racially divided housing, employment, and schooling, African American women's resistance and fortitude have been crucial to their people's struggle to survive, freedom, and ego. 
For millennia, black women have stood at the confluence of race, economic, and gender discrimination, but they were seldom intimidated by the weight of these inequities, as Gill (2013) put it in Race, Gender, and Work. Nevertheless, they left a legacy of hard work, intense loyalty to family and community, and aggressive resistance against exploitation, as black lesbian writer Pat Parker so elegantly stated it. "We Focus in the Wholly Extraordinary," the slogan of the Nannie Helen Burroughs National Training School for Girls in the early 1900s, illustrates the specific strength that all African American women have been obliged to cultivate throughout past. African Americans have traditionally desired to manage and administer their own institutions, as per Joan Davis Ratteray (1999) in Central Shift, published by the National institute for Independent Learning. 
Early educational institutions attempted to retain an African point of reference, albeit this altered over time due to economic considerations. Ratteray further noted that in the eighteenth century, the legal system's restriction of African American teaching and learning, as well as the prospect of jail if discovered defying the law, effectively segregated people from the educational mainstream. Nonetheless, educational associations and autonomous initiatives to establish schools stood in sharp contrast to African Americans' generally poor educational milieu. Other commentators pointed out that the fight for equal educational opportunities for women and African-Americans has indeed been lengthy and challenging. In comparison to white males, these groups were historically regarded as cognitively inferior and infantile. As a result, schooling for all women and African-American males were severely neglected. 
Even during 18th-19th centuries, most Americans held the belief that no African-American should be taught beyond what was necessary for their various and lower functions in society. While imprisoned African-Americans were formally banned from knowing how to read before Liberation in the Southern, free African-Americans in the North had some notional chances for schooling throughout the Antebellum Era (1790-1860). Because free African-Americans were forbidden from voting, testifying under oath, carrying guns, travelling freely, pursuing specific jobs, and receiving an adequate education in many northern states, this was one of the few liberties they could enjoy. In the South, free African-Americans faced considerably more limitations. 
White women in this era were expected to follow the idealized picture of femininity coined by historian Barbara Welter as the "cult of genuine womanhood." For women, this idealized image emphasized piety, purity, subservience, and domesticity. Women's intrinsic fragility was portrayed in literature of the time, and innocence and humility were fundamental characteristics of the "real lady." Prudence Randall, a white Quaker School teacher, created a "genteel female seminary" for ladies of the rich community of Canterbury, Connecticut, in 1831, and allowed an African-American as one of its pupils in 1833, confirming the image of African-American women as subhuman. As a result of this move, the majority of white parents withdrew their girls. Randall felt compelled to build a seminary exclusively for African-American women as a result of the public humiliation and censure she had experienced. 
Various religious groups, especially Roman Catholic nuns,

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