Abstract
This article reports secondary analysis findings that categorized the content on women of color in 17 selected social work journals over 10 years. Included are the number of articles per journal containing content on women of color, referents to their social identities, themes, curricular areas, authors’ analytical methods, and the amount and degree of feminist content. Data are compared to women overall. In most areas, the content on women of color was proportionate to women overall with some noted exceptions especially in social identity, and feminist and human rights content. Implications for social work are discussed.
The Council on Social Work Education (CSWE) prescribes that social work programs enable students to “engage diversity and difference in practice,” which includes the practice behavior, “recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create/enhance privilege and power” (CSWE, 2008, Educational Policy 2.1.8., pp. 4–5). In order for social work programs to fulfill this competency, students as future practitioners must be provided with a curriculum, a faculty, an educational context, and a knowledge and practice base that is sufficiently reflective and representative of the diverse society it will serve. Arguably, it cannot do so adequately if any aspect of diversity is omitted, excluded, or incomplete from the educational context or from the profession’s knowledge base.
Numerous studies have emerged over the years to quantify the marginalization of women as a disenfranchised group in the social work literature (Abramovitz, 1978; Barretti, 2001, 2011; Deanow, 1986; Gringeri, Wahab, & Anderson-Nathe, 2010; Nichols-Casebolt, Krysik, & Hamilton, 1994; Quam & Austin, 1984; Rose & Hanssen, 2006). Many of these studies included coding for a gender or feminist perspective, ultimately finding that these analytical frameworks were infrequently used (Barretti, 2001, 2011; Deanow, 1986; Gringeri et al., 2010; Nichols-Casebolt et al., 1994; Rose & Hanssen, 2006, 2010). Less widely documented, however, is the scarcity of content on women of color. Gutierrez (1990) asserted that the unique needs of women of color were rarely presented in the social work literature. Johnson (1991) noted that the contributions of African American women were omitted from social work history and that many social work texts addressed the limited inclusion of African Americans in the literature by “lumping together all minorities of color as persons with special needs” (p. 2). Morris (1993) similarly argued that while the social work literature included much theoretical and practical information on working with specific racial and ethnic minorities, much of this literature did not “address the particular issues faced by women” (p. 100). Morris added that when the 1982 CSWE curriculum standards included mandates to provide content on women and minorities, efforts to respond to the standards resulted in a bifurcation of women and minorities in the curriculum and in the literature. Additionally, Vakalahi and Starks (2010) assert that the literature does not reflect the “richness of experiences of women of color in social work education … ” (pp. 110–111). The history of feminist social work too has been primarily chronicled by white middle-class women’s activism that marginalized and failed to include the participation and contributions of women of color (Kemp & Brandwein, 2010). Although many of the critiques mentioned previously address the relative omissions of women of color from the social work literature, curiously, with the exception of Nichols-Casebolt, Krysik, and Hamilton’s (1994) study, no other study can be located to date that specifically quantifies these omissions or describes qualitatively what exists in the social work journal literature pertaining to women of color. Nichols-Casebolt et al. (1994) found that women of color were vastly underrepresented in the social work literature between 1970 and 1990, which included a scarcity of theoretical literature utilizing a race and gender analytic framework. When the researchers searched “anywhere” in the abstract within the Social Work Abstracts for “African American women” from 1982 to 2002, they located only 64 articles responding to the term out of 15,655 articles.
Though no recent studies were located in social work that quantified or characterized scholarly content on women of color, one study (Clark & Nunes, 2008) was located in sociology that replicated and updated a previous study (Ferree & Hall, 1990) that examined the way gender and race were constructed through pictures in introductory sociology textbooks. Clark and Nunes (2008) viewed 3,085 illustrations from 27 textbooks published primarily from 2002 to 2006 and found an increase in the number of pictures depicting women, with the portrayal of minority women rising from 11% to 22% from 1990 to 2008. They also found that while women of color were characterized only by race in the 1990 study, they were instead categorized by both gender and race in the 2006 sample. Clark and Nunes (2008) concluded that while nonwhite women were “much more evident in sections on sociological methods than they were in the 1980’s,” they were far less visible than they were earlier “in sections devoted to theory, despite their evident contributions to feminist theory” (p. 236).
Though no evidence can be found that the social work profession is rigorously documenting the relative invisibility of women of color in the social work literature, much of the current journal literature discussing race and gender as overlapping categories seems to agree that an intersectional perspective is the preferred application for addressing the lack of theory building, research, and practice (e.g., Hulko, 2009; Mattsson, 2014; Mehrotra, 2010). Intersectionality is originally identified with Crenshaw (1989) and refers to the intersecting “or codeterminative forces of racism, sexism and classism in the lives of black women” (Alexander-Floyd, 2012, p. 4). The term is now widely accepted as not just applicable to all women (Hancock, 2007), but also to the whole of social work education, scholarship, and practice, as intersectionality promotes “greater understandings of how interconnected systems of inequality operate on multiple levels to affect marginalized people” (Mehrotra, 2010, p. 419).
Arguably, a profession’s journal literature identifies the most critical issues and populations of concern, suggests a level of commitment to them, and documents how the profession responds or should respond to them (Zimbalist, 1978), while also disseminating knowledge and maintaining a historical record (Lindsey & Kirk, 1992). An analysis of the social work journal literature might answer if there is a distinct body of literature on women of color in social work or if women of color are located at the intersection of two disparate bodies of knowledge: one on race and one on women (Morris, 1993).
Initially, an overall electronic search (August 2012) was conducted to find articles on women of color in social work journals using the Social Work Abstracts Database (SWA) and SocIndex (1988–2012). Table 1 reflects the number of abstracts found in SWA and SocIndex containing the search terms in the
Number of Abstracts Found in SWA and SocIndex Containing Search Terms in Abstract and Title (1988–2012).
The disparities in the number of hits between databases also indicate that not all electronic databases abstract equally; the SWA tallies are slightly higher than SocIndex in the abstract category but notably lower in the title category, though admittedly, the articles found in SocIndex were not all from social work journals. However disappointingly low these numbers may be overall, they reflect only quantity and as such, are insufficient in telling much about the nature of this literature to an interested academic or practitioner seeking to access it.
Alternately, in order to more thoroughly characterize the How many articles on women did each social work journal contain? In which journals was women’s content most likely to appear? What social identities or roles were most frequently used to depict women? Which themes pertaining to women captured the most attention? Which social work curricular areas were most frequently mentioned? Which analytical methods were used by the authors? To what extent was the article feminist or reflected a variation of feminism?
Three additional questions were addressed in the updated (1998–2007) study: Were women used as research participants in the articles coded as empirical? Did the abstract specifically state that it included women of color? Did the author employ a human rights perspective or use human rights language?
With regard to Question #9; “Did the abstract specifically state that it included women of color,” the category
This article presents and discusses the results of an analysis of the 151 abstracts that explicitly included women of color. The nine research questions stated previously that guided the original study were slightly adapted to specifically include “women of color” instead of simply “women” for the secondary analysis. The nine sets of findings correspond to the nine research questions and are presented, compared, and discussed for women overall (Barretti, 2011) and for women of color.
Brief Overview of the Method for the Original Data Collection
Journal abstracts that were indexed in the SWA database and that responded to the search words “women and social work” for the search period (1998–2007) were included in the original data set (Barretti, 2011). The content analysis method was utilized to analyze the abstracts. Content analysis was chosen because this method allows the researcher to classify and characterize the journal literature by using the actual language employed in the title or abstract, and then numerically quantify the categories. I utilized previously established and pretested categories and codes that were derived from the manifest language used in the abstract and that corresponded to the research questions. I then searched the qualifying abstract for this information (e.g., what social role is used to identify women,
The 17 professional journals chosen for the sample (Barretti, 2001) were guided by information about their impact on social work’s knowledge base in prior studies (Baker, 1992; Lindsey & Kirk, 1992) and included
SPSS was used to record and analyze all data concerning each of the 505 qualifying abstracts for the 1998–2007 time period. In order to answer each of the research questions mentioned previously, as they pertained to women of color, frequencies, and cross tabulations were computed with the original data in SPSS and reported for each question/category.
Limitations
The limitations that applied to the original studies (Barretti, 2001, 2011) also apply to the secondary analysis of the data for women of color in this study. First, the individual journal’s rate of publication for women of color relative to the overall number of articles the journal published from 1998 to 2007 was
Number of Articles Containing Content on Women of Color and Content on Women Overall by Journal Between 1998 and 2007.
Findings
The findings in this section are organized according to the research question. 1. How many articles on women of color did each social work journal contain? 2. In which journals was content on women of color most likely to appear?
Table 2 reports the number and percentage of articles containing content on women of color and content on women overall found in each of the 17 social work journals in the sample between 1998 and 2007. As mentioned earlier, abstracts that explicitly stated that they included women of color totaled only 151/505 (29.90%) or less than a third of all articles on women. It is worth noting that 3. What social identities or roles were most frequently used to depict women of color?
Table 3 indicates the number of referents made to women of color’s social identities and women overall between 1998 and 2007. Referents were placed in three categories:
Frequency of Social Identity Referents to Women of Color and to Women Overall Between 1998 and 2007.
4. Which themes pertaining to women of color captured the most attention?
Table 4 reports the frequency of the prevailing social issue or theme related to women of color and women overall as discussed in the abstract. The most frequent themes for women of color came from
Frequency of Major Themes for Women of Color and Women Overall Between 1998 and 2007.
5. Which social work curricular areas were most frequently mentioned or represented in articles about women of color?
Table 5 reports the frequency of curricular area in abstracts for women of color and women overall between 1998 and 2007.
Frequency of Curricular Area for Women of Color and Women Overall Between 1998 and 2007.
6. Which analytical methods were used by the authors in articles about women of color?
Table 6 reflects the frequency of analytic perspective for women of color and women overall for 1998–2007. As defined in the earlier studies (Barretti, 2001, 2011), the 7. To what extent was the article feminist or reflected a variation of feminism in articles about women of color?
Frequency of Analytic Perspective for Women of Color and Women Overall Between 1998 and 2007.
Table 7 indicates the frequency of feminist + somewhat feminist content combined in individual journals for women of color and women overall during 1998–2007. As stated earlier, all abstracts were coded by manifest language; thus, no predetermined definition of feminism was utilized to assess the abstract’s degree of feminism. Abstracts were classified as
Frequency of Feminist + Somewhat Feminist Content Combined in Individual Journals for Women of Color and Women Overall Between 1998 and 2007.
8. Were women of color used as research participants in the articles coded as empirical?
In addition to coding for referents to women’s social identities (see Table 3), the author coded each abstract for whether or not women were utilized as 9. Did the author employ a human rights perspective or use human rights language in articles containing women of color?
Table 8 indicates the frequency of a self-identifiable human rights perspective and human rights language for women of color and women overall during 1998–2007. The author added the previously mentioned question to the study to find out if a human rights perspective was supplanting a feminist perspective in the literature; a hypothesis that was not supported by the data. The abstracts were analyzed to answer the question, “Did the author employ a
Frequency of Human Rights Perspective/Language for Women of Color and Women Overall Between 1998 and 2007.
Discussion
Some troubling findings emerged from this analysis raising a number of unanswered questions warranting further attention and investigation. First, there remains a general paucity of social work journal literature that includes women of color. Despite social work’s iterated value on integrating diversity in practice and scholarship, publications including women of color do not just remain disappointingly scant, but also poorly represented and distributed throughout the major journals in our profession. Articles on women of color abstracted from 1998 to 2007 represented less than a third of all articles on women overall in 17 social work journals in what is already a shrinking pool of articles on women as compared to the previous 10-year period (Barretti, 2001, 2011). Additionally, just as women’s content, in general, has been provincialized to
Morris (1993) notes that in order to obtain content on women of color, most social work educators must draw on two distinct bodies of literature: one on gender and one on race. Vakalahi and Starks (2010) point to the “lack of conceptualization of the intersectionality between gender and race/ethnicity” in the literature (p. 111). A cursory look through a number of randomly selected social work texts confirms this assertion; a separate section often exists for “racial/ethnic minorities” and a separate section exists for “women,” but no section was located for “women of color.” Does this lack of attention to the paucity of a connected scholarship (Hill-Collins, 2003) reflect social work’s inability to recognize the problem or its inability to recognize women of color? Are articles containing content on women of color infrequently written or infrequently published, or both? One way to respond to this question is to investigate who does submit articles that centralize the experiences and standpoints of women of color.
Schiele (1992) contends that when social work faculty of color publish, they are most likely to write about issues of importance to their racial/ethnic group, and thus, their higher publication rates ensure a more diverse social work knowledge base. However, Schiele (1995) found in his study of submission rates among a national sample of 264 full time African American social work faculty that submission rates were significantly associated with being male and having a doctorate, suggesting “the existence of an unequal influence … in shaping social work’s knowledge base, especially about people of color” (p. 51). He cites a number of studies in social work that found lower productivity rates among women, even when race and ethnicity are controlled. These findings imply that the academy reflects, if not reproduces the existing social stratification in America, where race and gender don’t just marginalize diverse faculty from a lack of participation in the educational hierarchy, but from representation in theory building and practice as well. Schiele (1995) recommends that women, African American faculty, and faculty of color submit more manuscripts to peer-reviewed journals in order to generate greater diversification and lessen inequality in knowledge production and dissemination. However, Schiele’s (1995) recommendations provoke the question of whether faculty of color should assume prime responsibility for boosting scholarship on women of color. Although the literature indisputably benefits from diverse authorship, it requires a commitment from all members of the profession to include women of color, whenever women are the topic or unit of analysis in the article. As previously alluded to in the Introduction of this article, exclusion cannot and should not be measured in lack of quantity, but in lack of centrality. The relatively high number of hits containing the generic “women of color” relative to the low numbers of hits containing
Second, women of color are almost twice as often to be referred to in their Client roles than in their Family and Worker roles respectively and somewhat more likely to be referred to as mothers/caregivers, with caregiving/parenting/adoption as the most highly ranked thematic subcategory. Women overall and women of color are disproportionately represented in the literature as clients. In the client category, women are most frequently referred to as medical/mental health patients, trauma survivors/victims/battered women, and social welfare recipients. In addition, the literature most frequently refers to women in their traditional roles as caregivers, while scant attention is paid to other aspects of women’s experiences or identities; for example, as lesbians, homeless, prisoners, partners, workers, professionals, or students. Further investigation is needed to determine whether the high numbers of referents to women of color as caregivers represent a higher prevalence of caregiving issues in the lives of women of color, or an overemphasis on the traditional aspects of their roles, possibly to the negligence of others. The emphasis on client status suggests dependent, deferential roles for women, deemphasizing other more empowering roles. Since most of the articles fall into the CW/HBSE curricular areas and many fall under the theme of Mental Health, the implication is that women in the literature are “likely to need or receive therapy” (Barretti, 2001, p. 289). However, our profession endorses applying an empowerment perspective when treating clients who are women of color (Gutierrez, 1990). Therefore, in addition to accepting women’s definition of the problem (p. 151), perhaps we should accept their self-referents as well. How would women construct their own identities in the literature? Proponents of intersectionality would probably argue that this construction should reflect intersectionality among their many aspects and roles. Emerging from feminism (Mattsson, 2014), and applied and utilized widely by feminist academics (Wagner, 2010), intersectionality’s liberal overuse and misuse has been criticized by some as divorced from the experiences of black women who organized and originated the term, and for erasing “black women as knowledge producers and subjects of investigation” (Alexander-Floyd, 2012, p. 1). Alexander-Floyd (2012) argues that intersectionality’s “catch-all” and “anybody can play” usage in the social sciences that allows any scholar to claim expertise in intersectionality serves to decontextualize, diminish, and commodify black women and their experiences. Social work has a duty to responsibly critique the theories it so readily embraces, as there is some danger to an espoused intersectionality that only focuses on multiple marginalized identities (Nash, 2008), especially since many of the referents to women of color in this study disproportionately represent aspects of an oppressed or dependent status.
Gutierrez and Lewis (1999) address the historical, cultural, political, and socioeconomic factors contributing to the problems, challenges, and needs of women of color and offer a strengths-based model that social workers can use to empower clients against systematic oppression. The language of empowerment, with its roots in community organization, feminism, and political science (Gutierrez, 1990), offer many possible alternatives such as
Third, women of color are disproportionately less likely to be referred to as social work professionals/activists than women overall. Professional issues represented less than a third of all articles on women of color and there is little representation for women of color in the Work category. Practice/research/educational issues ranked low in frequency for women of color in the thematic subcategories (data not presented here). Women in social work education generally lag behind men (Holley & Young, 2005). Women of color are particularly underrepresented in the academy (Vakalahi & Starks, 2010), facing particular obstacles including pay discrimination, racism, a paucity of full professor positions (DiNitto, Grant, & Vakalahi, 2007) and mentoring opportunities to assist them in fully developing and fulfilling professional goals and serving as future leaders and administrators (Simon, Perry, & Roff, 2008). A growing body of scholarship confirms the ongoing marginalization of women of color in the academy (e.g., Monture, 2010; Smith, 2010; Vakalahi & Starks, 2010). Three books incorporate research with women’s narratives about their challenges and successes in rising to leadership (Gutierrez y Muhs, Niemann, Gonzalez, & Harris, 2012; Vakalahi & Peebles-Wilkins, 2009; Vakalahi, Starks, & Hendricks, 2007). This substantive literature on women of color as educators, while indicating progress in helping to fill a gulf in the literature, must not be interpreted as progress on eradicating the problem it explores. Women of color were also infrequently referred to as students in this analysis (though this category is higher proportionately for women of color than for women overall). There are only a tiny number of articles in the Education category and none in Field Education that include women of color. As it is, very little rigorous, grounded inquiry has been conducted on the socialization of students to the social work profession (Barretti, 2004). An exploratory, inductive inquiry into this process reveals a differential process for female students of color who report having generally few or no faculty members of color to provide mentoring and critical role modeling for them (Barretti, 2003). Surely, our profession can benefit from knowing and understanding more about how “race and gender intersect to construct differential socialization experiences” (Barretti, 2004, p. 23) to ensure the successful preparation of a diverse and competent cadre of future professionals in practice and in social work education.
Fourth, empirical articles, and the frequency of being used as a research participant was higher for women of color than women overall. In a proportionately greater empirical literature that includes women of color, women of color are more frequently than women overall to be utilized as research participants. The implications of these findings are arguable. In my earliest study (Barretti, 2001), I argued that an increasing empirical literature and a decreasing practice literature was problematic for a profession whose purpose was to proactively intervene in the lives of (women) clients and in society. I also argued that women’s inclusion as research subjects in empirical studies only signifies that they are being studied, not that they are receiving needed interventions. Alternatively, research is critical for the development of theory and knowledge so that the profession can better intervene on behalf of clients.
Including race and gender as variables in a quantitative study (and more of the articles that include women of color are quantitative than qualitative) does not make the study women centered. As a profession, we must acknowledge and take responsibility for the limitations of our constructs, samples, theories, and frameworks for analysis when they fail to fully illuminate and contribute to our knowledge base on any population, including but not limited to women of color. Hill-Collins (2003) argued for reconceptualizing race, class, and gender as categories of analysis, for seeing the connections between these categories, especially in our scholarship, and for acquiring new theories on how this triumvirate has shaped women’s experiences, and that of all groups. However, as argued previously, it behooves our profession to include all the strengths and facets of a woman’s self-identity, and not just the intersections of her oppressions if that scholarship is to be considered truly woman centered.
Fifth, there is little representation for women of color in the Feminism category. The number of articles containing some human rights content was slightly higher in the women of color category, though still a very small percentage of all articles in this study. As mentioned previously, less than a quarter of all articles on women and social work between 1998 and 2007 contained at least some feminist content (Barretti, 2011), while this analysis revealed that only slightly more than one tenth of articles that included women of color also contained at least some feminist content. As evidenced in the data, a human rights perspective does not appear to be supplanting a feminist one. Arguably, the low numbers of articles containing feminist content for women overall and for women of color may reveal tensions not just between women and feminism, but between social work and feminism as well, the latter has been widely discussed. Rose and Hanssen (2010) argued that the profession is losing its feminist perspective; that social work education places little emphasis on feminist ideology; that curricula follow a conservative trend; and that college age students are increasingly resistant to feminism (see Barretti, 2011, for discussion on social work and feminism). What is less explored, however, is whether or not those topics of concern to feminist authors and readers are presented as of concern to and including women of color.
Is the relative omission of women of color from the journal literature’s feminist content a symptom of a problematic history between feminism and women of color? Kemp and Brandwein (2010) note that despite an ethos of equity and empowerment, racial and class biases stubbornly persisted toward women of color in the most seemingly inclusive activist efforts for gender equity throughout most of the first and second wave of the women’s movement, and in the foundational years of the social work profession as well. Until the 1980s, women of color were largely excluded by white feminists, prompting them to organize separately yet successfully, often interweaving unique cultural and spiritual aspects of their heritage and political oppression into their activism (Kemp & Brandwein, 2010). Over the past several decades, women of color have challenged not just feminism’s underrepresentation of race/ethnicity as confluences of gender discrimination, but also the shortage of race/ethnic perspectives in theory building (e.g., Mohanty, Russo, & Torres, 1991; Moraga & Anzaldua, 1983) and the exclusion of women of color in feminist leadership and scholarship (Hill-Collins, 1990, cited in Kanuha, 1996), favoring instead a womanist perspective. Womanism posits that the oppression of women of color is bound up with both race and gender and cannot be addressed by a white, liberal, middle-class feminist agenda that is ignorant of how racism and sexism intersect in their lives (hooks, 1990).
This analysis did not include coding for a womanist perspective, but it is likely that any articles written from a womanist perspective were included in this sample. With womanism’s roots in black feminist theory (Hill-Collins, 1990), the relative absence of women of color in feminist content in this study is curious. This chasm may reflect the need for a more explicit articulation of common struggles and oppressions between womanists and feminists that do not diminish awareness of real and important differences in their standpoints or interests.
Conclusion and Recommendations
It is unlikely that social work will be able to adequately address the relative invisibility and lack of centrality of women of color in the social work literature until it addresses the underrepresentation and lack of centrality of women of color as social work educators and scholars. As a result of the academy’s delegitimation of a publication agenda on minority issues, the devaluation of activism in minority communities, and the stubborn pattern of institutional oppression and struggle that recursively continues for generations of women of color (Vakalahi & Starks, 2010), women of color are tacitly encouraged to leave the academy or remain invisible, and if they stay, openly discouraged from increasing the visibility of their unique standpoints. These barriers hinder both the advancement of women of color in the academy and in scholarship. In sum, as long as women of color stagnate in the academy, so shall the professional literature. Wagner (2010) notes that though anti-oppressive frameworks are increasingly adopted in social work programs, departments have not developed effective strategies for eliminating the hidden, pervasive influence of race privilege. To address this, social work academics must take critical steps toward policies that would (1) collectively advocate for the employment and promotion of women of color in their departments and academies, (2) draft personnel guidelines and advance policies that encourage research agendas that include scholarship on minority issues and specifically women of color, (3) incentivize doctoral research and agency-based program evaluations that specifically centralize the experiences of women of color, (4) create and endorse grants and funding opportunities for research that specifically aid in theory building and practice knowledge as it concerns women of color as practitioners and clients, and (5) require content in all concentrations of the social work curriculum that include women of color; not just as clients, but as theory builders, organizers, and reformers as well. CSWE might mandate specifically that content be included in the curriculum standards specifically on women of color.
Collaborative research efforts with communities of color are needed to fully develop a knowledge base on diverse women, and also, “to inform community practice that is culturally relevant and effective” (Vakalahi & Starks, 2010, p. 121). It is a widely held myth that women of color are unorganized or need organizing (Grahame, 1998). Indeed, much can be learned from the collective empowerment gained through communitarian movements of diverse, working-class union women fighting on both basic bread and butter survival issues, and freedom from harassment and discrimination (Chandler & Jones, 2003). Although arguably invisible to mainstream academic communities, diverse women are highly visible in the leadership of their own issues in their own communities. Inviting participation on publications relating to social issues of importance to diverse women is not just good community collaboration for the academy, but good social work and good knowledge building as well. The methods needed to gain understanding, build theory, and inform practice must be participatory, empowering, and whenever possible, based in a community action model. In this way, the experiences of women of color will be represented and included in scholarship and theory building. However, this implores the question of whether or not this type of inclusive collaboration could possibly occur without a supportive, activist social work context to spawn and nurture it. Tensions already exist within the profession between political activism and academic publishing, the latter of which carries more status and esteem (Wagner, 2010), and which may ultimately work against marginalized faculty who are more likely to integrate political work into their scholarship (Vakalahi & Starks, 2010).
As long as there is a continuing diminishment of community organizing and activism in the social work profession and by extension, its literature, it seems there is little encouragement or incentive for the kind of representative, successful partnerships that could trigger the changes needed in scholarship, the profession, and society overall. Hence, the final implication from the data presented in this study is this, that is, if the literature continues in the direction of failing to centralize diverse women and their experiences, then the profession stands to be diminished by a deficiency in theory, knowledge, and practice building that remains critical to the advancement and realization of a truly inclusive and socially just society.