Assistant Professor Clemson University Clemson University
Abstract: The probability of Black, Indigenous, and other People of Color (BIPOC) having a social network at their workplace may be less likely, on account of the limited representation of BIPOC women faculty in majority of fields (Davis et al., 2020; Dutt-Ballerstadt & Bhattacharya, 2021). Underrepresentation is widely known to be problematic for the career progression of BIPOC women working within a corporate work environment as well (Dickens & Womack, 2019; Sisco, 2020). Too often racial minorities are the only one or they are among the few BIPOC in their department and/or team, and they inherently become the “token” BIPOC among their colleagues (Cho et al., 2021; Davis et al., 2020). In this phenomenological study, we aim to contribute to the continued development of Kanter’s (1977) theory of proportional representation (i.e., tokenism) by taking into account recent strides within DEI and social justice research and practice, as well as taking consideration of remote working trends. Particularly, we seek to understand how tokens who are BIPOC women faculty utilize cross-institutional collaboration and peer-mentoring as a way to circumvent social isolation from lacking the proximity to being connected to individuals who share their social identities in the workplace.
Theoretical Framework In-group social learning is an underline theme of this study, so social learning theory was naturally selected as a theoretical framework. Social learning theory was mainly considered because it recognizes how social identity can inform individual and group learning outcomes. This idea was explored by Hodkinson, Biesta and James (2008) when they sought to understand the collective process of learning by interrogating the dualism of individual and social learning. As a result of their study, they found that learning is culturally infused and directed through a transformative and participatory process. This lens will help examine how in-group social learning strategies and networks influence the perception and experience of tokenism among BIPOC women faculty.
Defining Tokenism Tokenism can be broadly defined as a phenomenon in organizations that occurs when minorities are expected to represent their entire group for their majority-culture colleagues. Tokenism first emerged as a topic of research in sociology in the mid-twentieth century as the demographics of the U.S. workforce began to change, particularly in terms of increased participation of White women (Kanter 1977, Zimmer 1988). The work of Kanter explored tokenism in-depth within the context of gender dynamics in corporations. Kanter observed that in organizations where women were severely outnumbered by men (at a ratio of approximately 15/85), women suffered from their token status. For Kanter, the skewed ratio alone was the cause for negative experiences in the workplace. To mitigate tokenism, Kanter argued, the imbalance in representation must be rectified. More recently, the focus of research on tokenism has shifted to explore other social identities, including racial and ethnic minorities. These studies have focused on the role of tokenism in a variety of workplace contexts, and expanded on Kanter’s original findings to explicitly describe how tokenism can result in performance pressures, boundary heightening, and role entrapment (Kelly, 2007; Settles et al., 2019; Zimmer, 1988).
Research Design and Questions To achieve the objectives of the study, an investigative strategy with range and great depth is necessary. With this in mind, qualitative methods will be used for data collection and analysis. Semi-structured interviews will be the exclusive method to obtain data from 8-12 participants, and an interpretative phenomenological analysis approach will be the primary means to identify findings. The following research questions will guide the study:
What is the experience of tokenism among BIPOC women faculty? o How do token BIPOC women faculty leverage social learning strategies? o What informs the decision of token BIPOC women faculty to join social networks outside their home institution? o How has working remotely during COVID-19 influenced their perceptions and experience of tokenism?
Implications and Conclusion In summary, we acknowledge tokenism as a pervasive issue and we aim to understand how cross-institutional collaboration, peer-mentoring, and remote working opportunities (during COVID-19) have influenced the experience of BIPOC women faculty who experience tokenism. Although this research is in its early stages, this phenomenological study can potentially increase our awareness of how social and participatory learning might inform cross-institutional networking and career development. Expanding our understanding of informal employee learning forums could also emerge as another possible contribution to workforce development and human resource development literature. By adding to these applied fields, this ongoing research could educate and guide the practices of personnel who seek to create better learning experiences and possibilities for BIPOC women faculty.
