Black Women Professors in South African Universities: Advancing Social Justice

Zulu, Ncamisile Thumile

doi:10.1007/978-3-030-65417-7_12

Cited by 3 publications

(4 citation statements)

References 22 publications

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“…Social justice is an important dimension of South Africa's democratic commitment and is also a key function of universities in terms of addressing racial and gender inequalities related to access and success and the underrepresentation of Black women (Zulu 2021). It is therefore recommended that South African universities develop and implement interventions to advance Black women academics.…”

Section: Discussionmentioning

confidence: 99%

“…The findings are in line with whatChitsamatanga et al (2018) found that mentorship is required specifically for the emerging cohort of Black female academics. Notably, mentorship is fundamental for the advancement of the Black women in academia, particularly in research endeavours andMaphalala and Mpofu (2017) share similar sentiments where they found that South African higher education institutions should focus on providing mentorship programmes to facilitate women's contributions to research Zulu (2021). states that Black women academics should be mentored in order to progress to professorship and that universities should support them to advance to professors.Monnapula-Mapesela (2017) agrees that South African universities should create an enabling environment to support the advancement of Black women academics.…”

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confidence: 98%

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Constraints and contributors in advancing Black women academic researchers at a university in South Africa

Schultz,

Rankhumise

2023

SAJHE

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This article draws from a project that was conducted at a South African university to investigate the advancement of Black women academic researchers. A qualitative research method was used to obtain rich data from Black women academics. Thematic analysis was used to analyse the data.Findings from the study suggest that the constraints in advancing Black women academics were: research was not a priority; problems with work-life balance; research challenges; a maledominated environment; time constraints; lack of support; and funding. The contributors in advancing Black women academic researchers were perseverance, collaboration, co-supervision, motivation, mentorship and support, including institutional support. There ought to be a deeper inquiry into how best to ensure the advancement of Black women academics at universities in South Africa.

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Section: Discussionmentioning

confidence: 99%

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confidence: 98%

Constraints and contributors in advancing Black women academic researchers at a university in South Africa

Schultz,

Rankhumise

2023

SAJHE

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“…In the South African context, the deeply ingrained policy of apartheid left an indelible mark on society, permeating through various aspects, including higher education institutions. This system perpetuated pervasive inequalities, with white individuals, particularly men, enjoying an advantageous position in obtaining promotions and professorship status due to the legacy of colonization and apartheid ideology (Zulu, 2020).…”

Section: Academymentioning

confidence: 99%

South African Christian story as conflict within us and quarrel amongst us

Penxa-Matholeni

2023

STJ

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This article delves into the origins and extent of racial conflicts within and among us as South African Christians, questioning whether they arise from a flawed foundation. Employing an indigenous storytelling methodology, this article aims to uncover these quarrels and their impact on the church, academy, and society. Central to our exploration is the endleleni metaphor, meaning “on the road,” which will be defined to dismantle the divisive hierarchized foundation and foster a new interconnected foundation rooted in our shared humanity. Ultimately, the metaphor of endleleni lights the path towards a promising future.

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“…As a result of the South African government instituting initiatives for the improvement of the representation of Black women in higher education (such as developing policies, research grants and mentoring projects), Black women have made some advancement in higher education institutions (Maodzwa-Taruvinga & Divala, 2014;Mzwanga, 2018). For instance, Zulu's (2020) study showcases South African Black women academics who have made it to professorship, and Jones et al (2015) further assert that some Black women academics continue to prevail over workplace adversities.…”

Section: Introductionmentioning

confidence: 99%

“I decided…”: Agency in Black women professors

Zulu

2022

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Literature predominantly portrays Black women academics as individuals who usually lack a sense of belonging, unable to manage their workload and struggle with career progression in higher education. The oversaturation of this kind of literature can (over time) perpetuate a stereotypical idea that Black women academics are incapable of coping and succeeding in higher education institutions. Therefore, this article aims to explore how Black women professors can take responsibility for their successful academic outcomes. Bandura’s agentic theory of the self was used to frame this paper. A qualitative research design, using nine semistructured interviews was adopted for the study. Thematic analysis was used to analyse the data. Collectively, the Black women portrayed themselves as non-apologetic for being in the academic space, making time for writing and having a “go-getter” mentality. The findings present a line of thought that can help in challenging the stereotype about Black women academics.

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Black Women Professors in South African Universities: Advancing Social Justice

Cited by 3 publications

References 22 publications

Constraints and contributors in advancing Black women academic researchers at a university in South Africa

Constraints and contributors in advancing Black women academic researchers at a university in South Africa

South African Christian story as conflict within us and quarrel amongst us

“I decided…”: Agency in Black women professors

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