This dissertation examines the leader development journeys of Black women, identifying key contributors and inhibitors that influence their progression into and experiences within formal leadership positions. This study employed a grounded theory methodology, integrated with an intersectional framework and Black feminist theory. Study data was gathered utilizing three methods: social media listening data points (n = 216), a leadership roadmap survey (n = 69), and structured interviews (n = 15). The open, axial, and selective coding led to the creation of a theoretical framework outlining two pathways to leadership outcomes: one shaped by inhibitors (e.g., identity management, overcompensation, hindrance, resource deficits) that result in negative outcomes like career disruptions and isolation, and another shaped by contributors (e.g., mentorship, advocacy, leadership training & experience) that promote positive outcomes like empowerment and advancement. The study also identified critical mechanisms, such as emotional/psychological toll and self-awareness in the inhibitor pathway, and leader self-views, advocacy, feedback, and trust in the contributor pathway. Contextual and individual factors, such as intersectionality, organizational dynamics, societal norms, and resilience were highlighted, demonstrating how these elements interact to hinder or support Black women’s leader development. These findings underscore the need for tailored leadership development strategies that account for the unique intersectional challenges Black women face and highlight the importance of organizational cultures that foster equitable leadership pathways for Black women. The resulting grounded theory provides a valuable framework for understanding Black women’s leadership development, offering organizations and practitioners insights into the barriers and enablers that shape their leadership journeys, and laying the groundwork for future validation studies.
","abstract_html":"<p>This dissertation examines the leader development journeys of Black women, identifying key contributors and inhibitors that influence their progression into and experiences within formal leadership positions. This study employed a grounded theory methodology, integrated with an intersectional framework and Black feminist theory. Study data was gathered utilizing three methods: social media listening data points (n = 216), a leadership roadmap survey (n = 69), and structured interviews (n = 15). The open, axial, and selective coding led to the creation of a theoretical framework outlining two pathways to leadership outcomes: one shaped by inhibitors (e.g., identity management, overcompensation, hindrance, resource deficits) that result in negative outcomes like career disruptions and isolation, and another shaped by contributors (e.g., mentorship, advocacy, leadership training & experience) that promote positive outcomes like empowerment and advancement. The study also identified critical mechanisms, such as emotional/psychological toll and self-awareness in the inhibitor pathway, and leader self-views, advocacy, feedback, and trust in the contributor pathway. Contextual and individual factors, such as intersectionality, organizational dynamics, societal norms, and resilience were highlighted, demonstrating how these elements interact to hinder or support Black women’s leader development. These findings underscore the need for tailored leadership development strategies that account for the unique intersectional challenges Black women face and highlight the importance of organizational cultures that foster equitable leadership pathways for Black women. The resulting grounded theory provides a valuable framework for understanding Black women’s leadership development, offering organizations and practitioners insights into the barriers and enablers that shape their leadership journeys, and laying the groundwork for future validation studies.</p>","abstract_has_math":false,"creators":["Parker, Kayla Kai"],"institution":null,"degree_name":"Psychology, PhD","degree_level":"Open Access Dissertation","degree_discipline":"School of Social Science, Politics, and Evaluation","degree_department":null,"school":null,"contributors":["Michelle Bligh","Linda M. Perkins","Gretchen Vogelgesang Lester"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-01T08:00:00Z","date_published":"2025-01-01T08:00:00Z","updated_at":"2026-07-24T01:41:09Z","subjects":["Black Feminist Theory","Black Women","Grounded Theory","Intersectionality","Leader Development","African American Studies","Organizational Behavior and Theory"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/988","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Michelle Bligh","Linda M. 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This study employed a grounded theory methodology, integrated with an intersectional framework and Black feminist theory. Study data was gathered utilizing three methods: social media listening data points (n = 216), a leadership roadmap survey (n = 69), and structured interviews (n = 15). The open, axial, and selective coding led to the creation of a theoretical framework outlining two pathways to leadership outcomes: one shaped by inhibitors (e.g., identity management, overcompensation, hindrance, resource deficits) that result in negative outcomes like career disruptions and isolation, and another shaped by contributors (e.g., mentorship, advocacy, leadership training & experience) that promote positive outcomes like empowerment and advancement. The study also identified critical mechanisms, such as emotional/psychological toll and self-awareness in the inhibitor pathway, and leader self-views, advocacy, feedback, and trust in the contributor pathway. Contextual and individual factors, such as intersectionality, organizational dynamics, societal norms, and resilience were highlighted, demonstrating how these elements interact to hinder or support Black women’s leader development. These findings underscore the need for tailored leadership development strategies that account for the unique intersectional challenges Black women face and highlight the importance of organizational cultures that foster equitable leadership pathways for Black women. The resulting grounded theory provides a valuable framework for understanding Black women’s leadership development, offering organizations and practitioners insights into the barriers and enablers that shape their leadership journeys, and laying the groundwork for future validation studies.
"]},{"key":"dc:title","label":"Title","values":["A Theoretical Framework for Black Women’s Leader Development"]}]}],"canonical_facts":{"dc:contributor":["Michelle Bligh","Linda M. Perkins","Gretchen Vogelgesang Lester"],"dc:creator":["Parker, Kayla Kai"],"dc:date.available":["2025-06-16T07:00:00Z"],"dc:description.abstract":["This dissertation examines the leader development journeys of Black women, identifying key contributors and inhibitors that influence their progression into and experiences within formal leadership positions. This study employed a grounded theory methodology, integrated with an intersectional framework and Black feminist theory. Study data was gathered utilizing three methods: social media listening data points (n = 216), a leadership roadmap survey (n = 69), and structured interviews (n = 15). The open, axial, and selective coding led to the creation of a theoretical framework outlining two pathways to leadership outcomes: one shaped by inhibitors (e.g., identity management, overcompensation, hindrance, resource deficits) that result in negative outcomes like career disruptions and isolation, and another shaped by contributors (e.g., mentorship, advocacy, leadership training & experience) that promote positive outcomes like empowerment and advancement. The study also identified critical mechanisms, such as emotional/psychological toll and self-awareness in the inhibitor pathway, and leader self-views, advocacy, feedback, and trust in the contributor pathway. Contextual and individual factors, such as intersectionality, organizational dynamics, societal norms, and resilience were highlighted, demonstrating how these elements interact to hinder or support Black women’s leader development. These findings underscore the need for tailored leadership development strategies that account for the unique intersectional challenges Black women face and highlight the importance of organizational cultures that foster equitable leadership pathways for Black women. The resulting grounded theory provides a valuable framework for understanding Black women’s leadership development, offering organizations and practitioners insights into the barriers and enablers that shape their leadership journeys, and laying the groundwork for future validation studies.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/988"],"dc:subject":["Black Feminist Theory","Black Women","Grounded Theory","Intersectionality","Leader Development","African American Studies","Organizational Behavior and Theory"],"dc:title":["A Theoretical Framework for Black Women’s Leader Development"],"thesis:degree_discipline":["School of Social Science, Politics, and Evaluation"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Psychology, PhD"]},"updated_at":"2026-07-24T01:41:09Z"}