What impact does the workplace culture of public sector institutions have on the career progression of Black employees?

Abstract

This thesis explores the impact of workplace culture in public sector institutions on the career progression experiences of Black employees. Constructivist grounded theory methodology, which includes reflexivity and co-production, was used, with Critical Race Theory as a sensitising lens. This research contributes to theory based upon three pillars: the intersection of Human Resource Management with Equality and Diversity practice, the lived experience of Black employees and the relationship between race and career progression. The findings show that organisations create a segregated and racialised career experience for Black employees, driven by anti-Black racism and Whiteness, which creates a two-tier employee experience and holds back their careers. Organisational exclusion from corporate talent management and succession planning occurred due to a disregard and lack of interest in the careers of Black employees. HR Managers lacked the diversity and inclusion expertise required to address racial discrimination in career progression and contributed to poor HR policy and practice outcomes for Black employees. The study revealed that race is the dominant factor that shapes the careers of Black employees and hasresulted in an ethnicity career progression gap and racialised workplace cultures. Racial discrimination was an accepted part of organisational culture and Black employees faced sanctions for challenging discrimination. Consequently, this research reveals a chasm between organisationally espoused commitments to racial diversity and the lived experience of Black employees, which has far-reaching implications for achieving racial equality in the workplace. This research posits that practice improvement in career progression for Black employees must centre their lived experience and that not adopting this approach prohibits organisations from achieving racial diversity at senior levels.