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Using Constructivist Grounded Theory to Examine Black Female Managers’ Experiences of Working for Children and Young People’s Services

Using Constructivist Grounded Theory to Examine Black Female Managers’ Experiences of Working for Children and Young People’s Services

Miller, Denise A ORCID: 0000-0001-9947-0616 (2020) Using Constructivist Grounded Theory to Examine Black Female Managers’ Experiences of Working for Children and Young People’s Services. [Working Paper] (Unpublished)

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Abstract

Following the murder of George Floyd, and subsequent Black Lives Matters protests, resounding calls for the deconstruction of systemic inequalities across all areas of education and psychology remain loud and clear. However, despite the well-known influence of race and gender on inequities in psychological and educational institutions, ‘gendered racism’ continues to be untheorized. Grounded theory (GT) is an analytical framework that provides systematic guidelines for generating a theory. This paper offers a worked example of constructivist grounded theory (CGT) in relation to 10 Black female managers in children and young people’s services (CYPS). The objective was to examine whether institutional practices support and enable inequality. Findings suggest that despite practicable challenges, CGT is an effective method for documenting the views of marginalised women who experience gender-based disparities within the higher echelons of CYPS workforces.

Item Type: Working Paper
Uncontrolled Keywords: constructivist grounded theory, black female managers
Subjects: L Education > L Education (General)
Faculty / Department / Research Group: Faculty of Education, Health & Human Sciences
Faculty of Education, Health & Human Sciences > Department of Education & Community Studies
Last Modified: 12 Aug 2021 12:46
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
Selected for REF2021: None
URI: http://gala.gre.ac.uk/id/eprint/32092

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