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Education Studies

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    Are we there yet? exploring Black women academics’ experiences of navigating their belonging at a South African university.
    (2022) Ngcobo, Bongiwe Mayibongwe.; Hlatshwayo, Mlamuli Nkosingphile.
    In this research project, I explored and theorized women academics’ experiences of navigating and negotiating their belonging in a South African university. Through an exploratory case study, I purposely recruited 10 Black women academics to explore their experiences in higher education. To gain in-depth data and to respond to research questions, I used 25 qualitative semi-structured interview questions. I relied on intersectionality as a theoretical frame for analyzing and making sense of women academics’ experiences in the academy. The findings of this project reveal that women academics often must navigate and negotiate a deeply entrenched environment in colonization and micro-politics. The findings also show that women academics’ career progression is further negatively delayed by other factors such as the double burden of womanhood, marginalization, gender inequality, race, and inequality in higher education. I argue that there is need for some sector and institution-wide implementation, and possible policy interventions, for helping women academics enter, negotiate, and succeed at university. I also recommended that higher education institutions further draw attention to implementation and possible policies to have more women academics in an environment, which allows them to further their academic endeavors.