INTERSECTIONALITY AND ACADEMIC MARGINALISATION: EXPLORING THE LIVED EXPERIENCES OF BLACK WOMEN SCHOLARS AT THE UNIVERSITY OF SOUTH AFRICA

Abstract

Black women academics in South African higher education face persistent systemic inequalities that hinder their professional growth and sense of belonging. Within the University of South Africa’s College of Education, these challenges manifest as marginalisation, limited mentorship, and restricted opportunities for research development. This study explored the lived experiences of Black women scholars, examining how institutional culture and structural barriers shape their academic identities and career trajectories. Guided by Black Feminist Thought, the research emphasised the intersections of race, gender, and power, highlighting how these factors influence access, recognition, and professional agency. Using a phenomenological design within a qualitative, interpretive paradigm, in-depth interviews captured participants’ experiences verbatim to preserve authenticity. Findings reveal that participants frequently lack module ownership, encounter racism, and feel alienated from colleagues, both Black and White. Limited mentorship, insufficient postgraduate supervision support, and exclusion from research networks further constrain their advancement. Despite these challenges, the CEDU mentorship programme was positively regarded for fostering collaboration and inclusion. The study underscores the need for institutional policies and structured mentorship initiatives to address intersectional inequities, promote professional empowerment, and create inclusive academic environments where Black women scholars can thrive, contribute meaningfully, and advance equitably in higher education.