South African government has been promulgating pieces of legislation aimed at ensuring racial integration, especially in higher education, and indirectly enforcing acculturation in historically white universities. Studies have proven that institutional cultures in historically white universities alienate and exclude black students’ identities. These students’ sense of social identity, which includes culture, heritage, language and traditions, and consequently self-esteem and self-concept, is altered in these institutions. Research has been scant regarding the shape and form that black students’ identity assumes when they get to these spaces. Using Tajfel and Turner’s (1979) social identity theory and Berry’s (2005) theory of acculturation, this article explores the experiences of black students in negotiating their social identities in historically white universities. Evoking Steve Biko’s analysis of ‘artificial integration’ (1986), we hope to illustrate how the ‘integration’ narrative sought to discard the identity of black students and psychologically enforce a simulation of black students into white-established identities. The study has implications for policy development as we hope to sensitise theoretically the historically white universities to, apart from mere opening of spaces of learning, understand the social identity challenges of black students in these institutions.
Orientation: The coronavirus disease 2019 (COVID-19) pandemic has caused a ‘coronafication’ of research and academia, including the instrumentalisation of academic research towards the demands of society and governments. Whilst an enormous number of special issues and articles are devoted on the topic, there are few fundamental reflections on how the current pandemic will affect science and work and organisational psychology in the long run.Research purpose: The current overview, written by a group of members of the Future of Work and Organisational Psychology (FOWOP) Movement, focuses on the central issues relating to work and organisational psychology that have emerged as a result of the COVID-19 crisis.Motivation for the study: The study discusses the inability of dominant theories in work and organisational psychology to understand contemporary problems and the need to advance the theoretical realm of work psychology. We also discuss the need for pluralism in methodologies to understand the post-COVID-19 workplace, the urgency of attending to neglected voices and populations during the COVID-19 crisis and teaching during COVID-19.Research approach/design and method: This article uses conceptual argumentation.Main findings: The COVID-19 crisis forces work psychology to address at least its theorising, methods, unheard voices and teaching in the COVID-19 crisis.Practical/managerial implications: On the basis of this article, researchers and practitioners may be better aware of the neglected perspectives in the current pandemic.Contribution/value-add: This article adds to the understanding of the future directions for a sustainable Work and Organisational Psychology as an applied scientific discipline during and beyond the COVID-19 crisis.
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