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Equality in the Workplace for Women: This is 2020 and not 1920.

TINA STARKS JENKINS

Department of Education, Trevecca Nazarene University

2020FA Research-Based Technology (EDD-8150-O021)

Dr. Lonnie Ness

And

Prof. Prilla Speer

December 8, 2020
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Equality in the Workplace for Women: This is 2020 not 1920

Most Americans feel there is no difference between a Caucasian, Female executives in

leadership roles compared to an executive Minority female in a leadership role, but there is. In

the U. S. House of Representatives, women hold 101 seats, 88 democrats, and 13 republicans

(Rutgers, 2020). There is a difference made in the treatment between white executives and

minority executives in the boardroom. Minority females endure disparities of pay, fair treatment

in the workplace by class, and responsibility (Bansal and Song, 2017). The purpose of this

writing is to inform minority women of the ways they can reach the boardroom and go beyond

middle management (Baker and Cangemi, 2016). Women aspire to go beyond middle

management. Minority women want to be heard and not just seen in a world where minorities

are just taking their seats at the table of justice and neutrality.

Women want to dispel the disparities minority women suffer when crossing the threshold into

America's executive boardrooms. Women in America represent 5.4% of Fortune 500 CEOs and

hold only 20.2% of the Fortune 500 board seats (Northouse, 2018). The gap is that companies

are not making multicultural women a priority. Priority in hiring African American and Hispanic

women targets employment, exceptionally high achievers; this makes hiring hard because few

rarely get to this level (Gurchiek, 2018). This research is harmless to all populations and will

abide by the IRB guidelines once approved. The population for viable and abled data sources

will be women and men in CEO positions. The primary sources are the women in these

significant positions and middle-management women who want to attain them someday. The

secondary sources will be the men who have dominated these positions and are prejudice against

women and minorities as many use fear and intimidation to control women whom they feel try to

take over the boardroom.

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According to Baker and Cangemi (2016), The Civil Rights Act of 1964 was enacted to correct

and prevent discrimination, but here is the 21st century, discrimination still exists. Title VII of

the Civil Rights Act of 1964 states:

[1]. It shall be unlawful employment practice for an employer-

[a]. To fail to refuse to hire or to discharge any individual, or otherwise to
discriminate against any individual with respect to his compensation, terms,
conditions, or privileges of employment, because of such individual’s race, color,
religion, sex, or national origin; or
[b]. To limit, segregate or classify his employees or applicants for employment in
any way which would deprive or tend to deprive any individual of employment
opportunities or otherwise adversely affect his status as an employee, because of
such individual’s race, color, religion, sex, or national origin.
Even with the knowledge of the enacted Title VII of the Civil Rights Act of 1964 failed to

acknowledge minority women. Instead, women of color were met with multiple identity

discrimination, of gender and race. Hence, this discrimination against women is identified as the

glass ceiling: “unseen” obstacles that hindered minority women progression into the boardroom

or executive suites (Baker and Cangemi, 2016).

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References

Baker, J. and Cangemi, J. (2016). Why are there so few women ceos and senior leaders in

corporate america? School of Professional Studies. Western Kentucky University.

Center for American Women and Politics (2020). Women in the united states congress. Egleton

Institute for Politics. Rutgers University.

Gurchiek, K. (2018). 5 Ways companies make multicultural women a priority. Human

Resource News. Alexandria.

Northouse, P. G. (2018). Leadership: theory and practice. (8th ed.). Sage.

Civil Rights Act of 1964. Title VII §a. and b. (1964).

 Specific problem (Begin with “The problem to be addressed is.”). Identify the degree-specific (e.g.,
leadership) problem
 Note that the problem statement is not a question, assertion, or gap
 For the EdD, the focus should be on some aspect of leadership
o Anchor: Who says it is a problem (citation) and How extensive is the problem (statistic)
o Gap statement (from the literature review)
o What’s missing in the literature justifying the need for further research on the problem?
o Significance (Why is this a significant problem, and to whom?)
 The above should be addressed within 250-300 words (1-2 paragraphs).
Purpose – The purpose states how the problem will be addressed and differs depending on the
research method: qualitative or quantitative. The following templates should be used as a
guide.  While the purpose statement does not need to be verbatim, the elements within each
template should be expressed:
 Qualitative Purpose:
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The purpose of this ________________(strategy of inquiry, such as a case study,

grounded theory, or other type) will be to (explore/understand/
describe/develop/discover) the _____________________(central phenomenon
being studied) for _______________(the participants, such as the individual, groups,
organization) at _____________(research site). At this stage in the research, the
_______________(central phenomenon being studied) will be defined as
_______________(provide general definition).
Alternately:

The purpose of this qualitative study is _________________ [content aim of the

study]. A qualitative study design will be used in which narrative data will be collected
and analyzed to _________. These data will represent ____________ [the bounding
or description of the study]. Qualitative data will be gathered exploring
_____________ [the central phenomenon] from _________ [participants] at
_________ [the research site]. The reasons for using this form of data to ________
[support or generate] data, is to develop an in-depth understanding of
____________________. [Include scholarly sources to support these research
decisions.]

 Quantitative Purpose:
The purpose of this _________________ [quantitative] (quasi-experimental, survey,
correlational, comparative) research will be to test the theory/ies of
____________________that (compares/ relates) the
_________________________________________(independent variable/s) to
the______________ (dependent variable/s), controlling for _________________
(control variables) for ____________________(participants) at
___________________(research site). The independent variable/s will be defined as
_________________(provide a definition). The dependent variable(s) will be defined
as _______________(provide a definition), and the control and intervening variable/s
will be defined as ______________________(provide a definition). [Note that most
quantitative studies do not have control variables]
Limit the purpose to a single paragraph (~250 words).

For further review, see


 Simon, M.K. (2011). Writing a Purpose Statement. http://dissertationrecipes.com/wp-
content/uploads/2011/04/Writing-a-Purpose-Statement.pdf
 Creswell Qualitative Inquiry & Research Design – 2nd Edition 

Research Questions – Research questions (RQs) are asked as a means to achieve

the purpose, fill the research gap, and address the purpose. For a further review see:
Simon, M.K. (2011). Developing Research Questions. http://dissertationrecipes.com/wp-
content/uploads/2011/04/Developing-Research-Questions.pdf [Link to Website]

Label and number each qualitative RQ, e.g.,

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RQ1

RQ2