American Black Women and Interpersonal Leadership Styles

Hughes, Claretha

doi:10.1007/978-94-6209-878-7

Cited by 24 publications

(17 citation statements)

References 50 publications

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“…This study provides insight on DQ and a new way of thinking about the value of diversity in the workplace. DQ (Hughes, 2014a(Hughes, , 2016 is relevant to leadership functionality and success when operating among a diverse group of employees. The reduction of leader aggression within workplaces that employ protected class groups of employees is needed and can ultimately be presented to the broader society through changes in leaders' and employees' behaviors.…”

Section: Resultsmentioning

confidence: 99%

“…DQ needs to be integrated alongside intellectual, emotional, and cultural intelligences to be effective. DQ is the knowledge to understand protected class employees and the legal mandates and executive orders that established their protection (Hughes, 2014a(Hughes, , 2015a&b, 2016. DQ requires an understanding of manifest destiny, the origin of and improvements to the Civil Rights Act of 1964, Title VII, the Equal Employment Opportunity Commission (EEOC), and Affirmative Action (Thomas, 1990).…”

Section: Research Problemmentioning

confidence: 99%

“…These are groups of people the government deemed at risk for marginalization. Therefore, Hughes (2014aHughes ( , 2014b used the protected class groups to frame diversity within the workplace context and the construct of DQ (Hughes, 2015b). This article is suggesting that any time the term diversity is used, it must be framed within a specific context; otherwise, it is meaningless.…”

Section: Protected Classes and Intelligencesmentioning

confidence: 99%

“…Leaders must use DQ to examine employees’ individual contributions without, consciously or unconsciously, allowing personal biases to taint assessments (Hughes, 2014a, 2015, 2016). Using DQ, leaders can help improve employees’ thoughts and actions, better include protected class groups into the organization, and apply diversity knowledge when obtained from diversity training.…”

Section: Review Of Frameworkmentioning

confidence: 99%

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Exploring Leaders’ Discriminatory, Passive-Aggressive Behavior Toward Protected Class Employees using Diversity Intelligence

Hughes

Brown

2018

Advances in Developing Human Resources

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The Problem. As there is diversity in many workplaces, diversity intelligence (DQ) needs to be integrated alongside intellectual, emotional, and cultural intelligences to be effective. DQ requires leaders to have knowledge to understand protected class employees and the legal mandates and executive orders established to protect those employees from discriminatory practices at work. Irrespective of the billions of dollars invested in diversity or antidiscriminatory practices training, many protected class workers remain underutilized or marginalized due to leaders' unfamiliarity with these groups of workers and/or incompetence to harness their talents to achieve organizational goals. DQ deficiencies trigger some leaders to apply passive-aggressive behaviors as a coping mechanism. These passive-aggressive behaviors can lead to a toxic and hostile work environment as evidenced through high attrition, unrealized productivity, feelings of frustration, fear, disappointment, resentment, among other adverse responses from both leaders and employees. The Solution. To efficiently and effectively integrate protected class employees to contribute at their optimum levels, leaders need to possess DQ. Leaders in this study need to be educated or reeducated so that they understand who protected class employees are in the workplace. The Stakeholders. Implications for human resource development professionals and researchers are offered. Opportunities for workplace leaders and protected class employees are presented.

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Section: Resultsmentioning

confidence: 99%

Section: Research Problemmentioning

confidence: 99%

Section: Protected Classes and Intelligencesmentioning

confidence: 99%

Section: Review Of Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

Exploring Leaders’ Discriminatory, Passive-Aggressive Behavior Toward Protected Class Employees using Diversity Intelligence

Hughes

Brown

2018

Advances in Developing Human Resources

Self Cite

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“…Social justice requires a critical lens to confront and expose the manifestations of continued acts of bias, prejudice, and other societal forms of injustice against historically marginalized groups. HRD has a growing community of authors who apply critical perspectives to issues related to efforts to create more equitable working environments for people who are LGBTQ+ (Collins, ; Gedro & Mizzi, ), with disabilities (Hidegh & Csillg, ; Kulkarni & Lengnick‐Hall, ), racial minorities (Brookfield, ; Sisco & Collins, ), struggling against the legacy of colonialism (Lee, ; Syed & Metcalfe, ), or facing multiple axes of marginalization (Byrd, ; Hughes, ).…”

Section: Social Justice and Chrdmentioning

confidence: 99%

Teaching and learning social justice in human resource development graduate programs: Preparation for research and practice

Bohonos

Otchere

Pak

2019

New Horizons in Adult Education and Human Resource Development

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Despite calls for research into how critical and social justice themes are taught in HRD programs (Byrd, 2015), the current literature tells us little about how future scholars and practitioners are being prepared to face workplace injustice. Recent curricular research examining published curriculum lists and course descriptions have reported no evidence of critical or social justice approaches to HRD being taught (Lim & Rager, 2015; Lim, Song, Choi, & Kim, 2013; Zachmeier, Cho, & Kim, 2014). This project uses qualitative survey methodology informed by critical race theory to critically interrogate HRD curricula. The purpose of this article is to present findings from a study designed to assess how—or if—social justice perspectives are being taught in HRD graduate programs.

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Observing whiteness and Black resistance in a Midwestern municipal government: An interracial ethnography

Bohonos

Johnson

2021

New Dir Child Adolesc Dev

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Racism continues to permeate American society and brings about social injustice as it privileges whites while marginalizing people of color. The endemic nature of racism identified by critical race theorists suggests that all American organizations are plagued by this social ill, yet very little research in human resource development explores racism in organizational settings. The purpose of this paper is to use participant observations of white and Black researchers to document how white-dominated leadership deploys procedural rules and microaggressions to marginalize Black participants in a small urban municipal government setting and the ways members of the Black community work to resist racial marginalization. K E Y W O R D S human resource development, local politics, racism, small urban, whitenessRacism continues to permeate American society (Bell, 1992;Dixson & Anderson, 2018) and brings about social injustice as it privileges whites while marginalizing people of color (POC) (Bonilla-Silva, 2014;Delgado & Stefancic, 2017;DiAngelo, 2018). Human resource development (HRD) research has been critiqued for failing to adequately address issues of race (Bohonos, 2019;Johnson, 2019;Rocco et al., 2014). The endemic nature of racism identified by critical race theorists suggests that all American organizations are plagued by this social ill, yet very little research in HRD explores racism in organizational settings.Emergent scholarship is calling for a greater emphasis on social justice in HRD research (Bohonos et al., 2019;Byrd, 2018;Collins, 2019), which requires more attention be paid to the effect of racism on organizational practice. Additionally, Sparkman (2019) suggests that there is an imbalance in the HRD diversity literature in which theoretical research is much more prevalent than empirical studies and calls for an additional empirical work to aid in the development and refinement of HRD diversity theory. BACKGROUND AND RESEARCH QUESTIONSAs first-and second-year doctoral students in HRD, the researchers formed a friendship based on a shared interest in research on racial justice. As our relationship grew, we noted perspectives from our respective positionalities, Black man and white man, were lacking in the field's research about race. In response, we began a project enabling us to compare our Black and white observations about race. This approach builds on research that explores differentiated experiences between women of color and white women (Childers & hooks, 1990), and Black men (hooks

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American Black Women and Interpersonal Leadership Styles

Cited by 24 publications

References 50 publications

Exploring Leaders’ Discriminatory, Passive-Aggressive Behavior Toward Protected Class Employees using Diversity Intelligence

Exploring Leaders’ Discriminatory, Passive-Aggressive Behavior Toward Protected Class Employees using Diversity Intelligence

Teaching and learning social justice in human resource development graduate programs: Preparation for research and practice

Observing whiteness and Black resistance in a Midwestern municipal government: An interracial ethnography

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