Women continue to be underrepresented in leadership positions, but how does the intersectionality of being both a woman and from a racially underrepresented group influence leadership representation and inclusion in the U.S. federal government? This study answers the call of scholars to examine intersectionality that has received little attention in public administration despite the emphasis on representative bureaucracy and social equity. Drawing upon data from the Federal Employee Viewpoint Survey, we find that women from racially underrepresented groups are less likely to be supervisors and feel less included in the workplace. However, we find significant variation across dimensions of inclusion, where women from racially underrepresented groups are more likely to feel their workplaces are cooperative and empowering but less likely to view them as fair, open, or supportive. Findings illustrate the importance of examining both intersectionality and different aspects of inclusion to paint a more complete picture of diversity management efforts.

While previous research in business communication has surveyed business and professional communication instructors regarding their courses, it has not yet asked instructors about additional factors that affect their ability to teach and their students’ ability to learn. These factors include job satisfaction, institutional and collegial support, academic rank, physical teaching environment, teaching and learning resources, and student issues. This study examines the results of a survey of business and professional communication instructors regarding these factors, discusses implications for the disciplines of business and professional communication, and suggests additional avenues for advocacy and research.

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