Diversity and Inclusion or Tokens? A Qualitative Study of Black Women Academic Nurse Leaders in the United States
Datos Bibliográficos
| ID | 15736635 |
|---|---|
| Autores | Kechi Iheduru‐anderson (0000-0003-2353-0410, Central Michigan University, autor de correspondencia), Florence Okoro (0000-0002-8684-0363, University of North Carolina at Charlotte), Florence O Okoro (University of North Carolina at Charlotte), Shawana S Moore (Thomas Jefferson University) |
| Año | 2022 |
| Volumen | 9 |
| Páginas | 23333936211073116-23333936211073116 |
| Fecha de publicación | 2022-01-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Global Qualitative Nursing Research (JOURNAL) |
| Identificadores de la revista | ISSN: 2333-3936 • E-ISSN: 2333-3936 |
| Editorial | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/23333936211073116 |
| PMID | 35097160 |
| OpenAlex | W4206827238 |
| Idioma | EN |
| Citas recibidas | 8 |
| Referencias citadas | 37 |
Severe under-representation of Black women academic nurse leaders persists in United States higher education, and a major research gap still exists regarding experiences of these leaders, and facilitators of and barriers to their success. Our objective was to examine how race and gender influence how Black women academic nurse leaders' function in their leadership positions, how they are perceived by their peers, and how their perception of race, gender, class, and power influences diversity, equity, and inclusion initiatives in the workplace. Critical race theory was used as a guiding theory, and the study design involved narrative inquiry followed by thematic analysis. Four overarching themes with four sub-themes were revealed: (a) Paying a personal price for authenticity, (b) Being the only one is hard even when you are in charge, (c) The illusion of diversity and inclusion while trying to survive, and (d) Focusing on building and sustaining diversity, equity, and inclusion. Implications for nursing education including instituting training for faculty in anti-racist pedagogy and requiring nursing programs to meet inclusivity metrics for approval and accreditation
Accreditation · Cognitive reframing · Critical race theory · Diversity (politics · Equity (law · Health equity · Inclusion (mineral · Medical education · Narrative · Nurse education · Pedagogy · Political science · Qualitative research · Race (biology · Social science · Sociology · Thematic analysis · Critical Race Theory in Education · Gender Studies · Higher Education Research Studies · Medicine · Nursing · Psychology · Racial and Ethnic Identity Research · Social Psychology
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Consolidated criteria for reporting qualitative research (Coreq)
Critical Race Theory
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Seeking Inclusion Excellence
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Promoting institutional change through bias literacy
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| Obras citantes distintas | 8 |
|---|---|
| Citas por año | 2,67 |
| Intervalo de citas | 2023 - 2026 (4) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 7 |