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Gender Equality- Quality Education
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- South Africa
- Brief created: 2025
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Wrestling to Exist: Womanist Struggles of Junior Scholars in South African Higher Education Institutions
Brief about:
Journal Article (2023)
Written by:
Other researchers:
Investigates the struggles of black women junior scholars in South African higher education institutions, highlighting their experiences of marginalisation and victimisation within historically white universities.
Following the 2015/2016 #FeesMustFall protests, South African universities pledged to transform into decolonised, inclusive spaces. However, the reality has been a stagnation of these efforts, with institutions reverting to bureaucratic measures that fail to address the systemic issues of exclusion and inequality. The Covid-19 pandemic exacerbated these challenges, as financial constraints and inadequate institutional support left students and staff, particularly those from minority groups, struggling. The National Student Financial Aid Scheme’s delayed fund releases further compounded these issues, leading to student exclusions and renewed protests in 2021. Despite the visibility of student struggles, the experiences of junior staff, especially black women, remain underreported. These staff members face non-disclosure agreements, fear of victimisation, and aggression from university structures, limiting their ability to voice their challenges. This study focuses on the narratives of three black women scholars at historically white universities, exploring their dual roles as postgraduate students and staff members, and their experiences of insiderness and outsiderness within these institutions.
Key findings
- Black women junior scholars face significant challenges in navigating their roles within South African universities, experiencing marginalisation and victimisation.Evidence
The study documents the experiences of three black women scholars, *Thoko, *Andile, and *Thandazile, who face inadequate workspace, heavy teaching loads, lack of support, and financial challenges. For instance, *Thoko was placed in a shared storeroom and had to mark over 400 scripts per assessment without assistance. *Andile struggled with delayed ethical clearance and was rejected for minor errors, while *Thandazile faced financial burdens and a lack of departmental support for her PhD studies.
What it meansThese experiences highlight the systemic issues within universities that perpetuate the marginalisation of black women scholars, undermining their academic progress and well-being.
- The dual identity of being both staff and students creates complexities for black women scholars, affecting their sense of belonging and identity.Evidence
*Thandazile's experience with the ethics committee illustrates this complexity. Initially told to be patient as a staff member, she was later dismissed as a student with no right to direct communication. This duality creates a crisis of identity, as these scholars are neither fully staff nor fully students, leading to feelings of alienation and disempowerment.
What it meansThe fluidity of their roles exacerbates their marginalisation, as they struggle to find support and recognition within the institutional structures.
- Black women scholars encounter both overt and covert racism and sexism within university environments.Evidence
*Andile's narrative reveals instances of racism and sexism, such as being denied basic rights like access to a bathroom and having her concerns about racism dismissed by a black male Head of Department. *Thoko faced victimisation for being a parent, with her department associating parenting with unproductivity.
What it meansThese experiences underscore the persistence of discriminatory practices within universities, challenging the notion of these institutions as liberal and inclusive spaces.
- The crisis of black masculinity contributes to the marginalisation of black women scholars.Evidence
The study discusses how black men in academia often marginalise black women, viewing them as threats to their success. This is evident in *Thandazile's experience, where her promotion was intentionally disrupted by her black male Head of Department.
What it meansThe crisis of masculinity, rooted in historical and societal constructs, perpetuates gender inequality within academic spaces, hindering the progress of black women scholars.
- Support networks and womanist solidarity provide crucial comfort and resilience for black women scholars.Evidence
Participants find solace in the success stories of other women, familial support, and professional networks. *Andile and *Thandazile highlight the importance of mentorship and shared experiences with other women of colour, which offer emotional and practical support in navigating their academic journeys.
What it meansThese networks are vital for sustaining the well-being and motivation of black women scholars, enabling them to persist in hostile academic environments.
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Wrestling to Exist: Womanist Struggles of Junior Scholars in South African Higher Education Institutions
Cite this brief: Shange, Nombulelo Tholithemba. 'Wrestling to Exist: Womanist Struggles of Junior Scholars in South African Higher Education Institutions'. Acume. https://www.acume.org/r/wrestling-to-exist-womanist-struggles-of-junior-scholars-in-south-african-higher-education-institutions/
Brief created by: Dr Nombulelo Tholithemba Shange | Year brief made: 2025
Original research:
- Boleu, K., Shange, N. T., & Ntsele, B., ‘Wrestling to Exist: Womanist Struggles of Junior Scholars in South African Higher Education Institutions’ 1(1) (pp. 123–144) https://www.jstor.org/stable/48794468. – https://www.jstor.org/stable/48794468
Research brief:
Investigates the struggles of black women junior scholars in South African higher education institutions, highlighting their experiences of marginalisation and victimisation within historically white universities.
Following the 2015/2016 #FeesMustFall protests, South African universities pledged to transform into decolonised, inclusive spaces. However, the reality has been a stagnation of these efforts, with institutions reverting to bureaucratic measures that fail to address the systemic issues of exclusion and inequality. The Covid-19 pandemic exacerbated these challenges, as financial constraints and inadequate institutional support left students and staff, particularly those from minority groups, struggling. The National Student Financial Aid Scheme’s delayed fund releases further compounded these issues, leading to student exclusions and renewed protests in 2021. Despite the visibility of student struggles, the experiences of junior staff, especially black women, remain underreported. These staff members face non-disclosure agreements, fear of victimisation, and aggression from university structures, limiting their ability to voice their challenges. This study focuses on the narratives of three black women scholars at historically white universities, exploring their dual roles as postgraduate students and staff members, and their experiences of insiderness and outsiderness within these institutions.
Findings:
Black women junior scholars face significant challenges in navigating their roles within South African universities, experiencing marginalisation and victimisation.
The study documents the experiences of three black women scholars, *Thoko, *Andile, and *Thandazile, who face inadequate workspace, heavy teaching loads, lack of support, and financial challenges. For instance, *Thoko was placed in a shared storeroom and had to mark over 400 scripts per assessment without assistance. *Andile struggled with delayed ethical clearance and was rejected for minor errors, while *Thandazile faced financial burdens and a lack of departmental support for her PhD studies.
These experiences highlight the systemic issues within universities that perpetuate the marginalisation of black women scholars, undermining their academic progress and well-being.
The dual identity of being both staff and students creates complexities for black women scholars, affecting their sense of belonging and identity.
*Thandazile’s experience with the ethics committee illustrates this complexity. Initially told to be patient as a staff member, she was later dismissed as a student with no right to direct communication. This duality creates a crisis of identity, as these scholars are neither fully staff nor fully students, leading to feelings of alienation and disempowerment.
The fluidity of their roles exacerbates their marginalisation, as they struggle to find support and recognition within the institutional structures.
Black women scholars encounter both overt and covert racism and sexism within university environments.
*Andile’s narrative reveals instances of racism and sexism, such as being denied basic rights like access to a bathroom and having her concerns about racism dismissed by a black male Head of Department. *Thoko faced victimisation for being a parent, with her department associating parenting with unproductivity.
These experiences underscore the persistence of discriminatory practices within universities, challenging the notion of these institutions as liberal and inclusive spaces.
The crisis of black masculinity contributes to the marginalisation of black women scholars.
The study discusses how black men in academia often marginalise black women, viewing them as threats to their success. This is evident in *Thandazile’s experience, where her promotion was intentionally disrupted by her black male Head of Department.
The crisis of masculinity, rooted in historical and societal constructs, perpetuates gender inequality within academic spaces, hindering the progress of black women scholars.
Support networks and womanist solidarity provide crucial comfort and resilience for black women scholars.
Participants find solace in the success stories of other women, familial support, and professional networks. *Andile and *Thandazile highlight the importance of mentorship and shared experiences with other women of colour, which offer emotional and practical support in navigating their academic journeys.
These networks are vital for sustaining the well-being and motivation of black women scholars, enabling them to persist in hostile academic environments.