Evaluating black womens participation, development and success in doctoral studies: A capabilities perspective

Loots, Sonja; Ts’ephe, Lifutso; Walker, Melanie

doi:10.20853/30-2-575

Cited by 9 publications

(14 citation statements)

References 28 publications

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“…Capability theory offers a useful lens through which to understand such development. Loots, Ts'ephe and Walker (2016) explain that the capability approach to human development, based on the work of Sen (1999), allows individuals to decide which freedoms or capabilities they need to reach outcomes that they consider to be valuable for improving their quality of life. We believe that the more traditional forms of supervision seldom allow emerging researchers to choose what and how they learn, since they are directed by their supervisor (individual supervision) or a prescribed programme (group supervision).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Reconsidering postgraduate ‘supervision’ from a participatory action learning and action research approach

Wood

Louw²

2018

SAJHE

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Postgraduate supervision is most often perceived as a one-to-one relationship between an expert and a novice researcher. Even when working in groups, an instructional approach tends to dominate, where the supervisor(s) prescribe(s) the content and process, with a narrow focus on the outcome of degree completion, rather than a more holistic approach to the development of postgraduate scholars. At a time when curriculum transformation is high on the agenda of Higher Education, we problematise this traditional conceptualisation of postgraduate supervision and argue for a more participatory action learning and action research (PALAR) approach to postgraduate learning and development. PALAR creates a relational and reflective space for dialogical conversations, equalizing traditional power relations and democratising knowledge creation. This opens up the possibility for postgraduate candidates to perceive themselves as self-directed lifelong learners and collaborative action leaders, rather than just "students". Using a case example of a postgraduate PALAR retreat, we thematically analyse the data generated from participant reflections, presented over three days in visual, oral and other creative forms. Findings reveal that this approach to postgraduate learning and development enhances critical thinking and promotes collaboration rather than competition. Participants are thus able to see themselves as developing scholars and action leaders within their specific fields of influence. Such outcomes are likely to provide a solid foundation for developing future academics or other professionals, able to model a holistic, participatory approach to knowledge creation in their own practice.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Reconsidering postgraduate ‘supervision’ from a participatory action learning and action research approach

Wood

Louw²

2018

SAJHE

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“…According to some studies, ubuntu is a double-edged sword that empowers women on the one hand while perpetuating male authority and patriarchal norms on the other and consequently oppresses human dignity (Chisale 2016;Ngubane-Mokiwa 2016;Sultana 2010). Women also feel marginalised in male-dominated fields (Loots et al 2016;Magano 2013). Tsephe (2014) claims that African women doctoral students are excluded from informal interactions outside the campus with their male mentors.…”

Section: Women In Africa Face Social Challenges That Hinder Their Suc...mentioning

confidence: 99%

“…One issue that doctoral students face is a lack of money (Herman 2011). Although there are many causes of inadequate funding, Lynch (2008), Loots, Tsephe and Walker (2016) discovered that women, particularly those who have children, need more financial assistance. Lynch (2008) argued that the cost of child-care makes it nearly impossible for many full-time student mothers to continue their research after business or working hours because they must pick up their children from daycare centres no later than 08:00.…”

Section: Factors Hindering Women's Success In Doctoral Education In S...mentioning

confidence: 99%

“…Furthermore, as they pursue their HE studies, they find themselves subjected to an institutionalised culture of racism and sexism (Robinson 2013). This is because of the educational environment which is influenced by patriarchal culture, prioritising men and limiting women's rights for dignity and freedom to embark on an HE trajectory (Loots, Tsephe and Walker 2016;Sultana 2012). The experiences of African women are exaggerated or aggravated in the South African context, according to Loots et al (2016), because of racial discrimination and strong patriarchal norms that remain closely woven throughout South African culture despite the emergence of democracy in 1994.…”

Section: Introductionmentioning

confidence: 99%

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Methodological stance

Tsephe

2023

Factors Impacting African Women’s Doctoral Success

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Peer-review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer-Review of Scholarly Books'. The book proposal form was evaluated by AOSIS Scholarly Books' Social Sciences, Humanities, Education and Business Management editorial board. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer-review before publication by two technical expert reviewers who did not include the author and were independent of the author, with the identities of the reviewers not revealed to the author.The reviewers were independent of the publisher and author. The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's author to improve the manuscript. Where the reviewers recommended revision and improvements, the author responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the book be published.v Research justificationThis scholarly book aims to bridge a gap in the existing literature by investigating the strategies and abilities that enabled African women Doctor of Philosophy degree (PhD) graduates to effectively complete their studies, thus uncovering the key factors contributing to their success in PhD programmes. This research offers a platform for African women who have earned PhDs, especially those who pursued their studies at South African universities, to voice their apprehensions, impart their insights that could benefit future generations and communicate to African educational institutions and governments the factors they perceive as instrumental in the achievements of this cohort of women. The findings could hold potential advantages for doctoral education in South Africa, particularly as previous research has not examined it from the perspective of both the capabilities approach and resiliency theory.To gain an in-depth qualitative insight into the lives and ambitions of African women who have attained PhDs, this study utilises a narrative inquiry or narrative analysis that emerged as a discipline within the broader field of qualitative research. The focus is on exploring how life stories influence the participants' accomplishments and activities. Essentially, narrative inquiry aims to depict societal segments that are frequently overlooked in research regarding the viewpoints and encounters of African women engaged with doctoral study programmes.Undertaking this study held significance as it aims to expand the realm of knowledge by delving into the multifaceted factors (including personal, social, cultural, economic, political and environmental aspects) outlined by African women, which either facilitated or impeded their accomplishments in doctoral education. Through interviews with a diverse cohort of African women PhD graduates from various African nations, their journey through doctoral education, along with the tactics and compet...

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“…Women studying within male-dominated fields generally feel excluded (Banchefsky & Park 2018;Loots, Ts'ephe & Walker 2016;Magano 2013). In a study by Ts'ephe (2014) on the experiences of seven African women pursuing doctoral degrees, the participants said they felt discriminated against because their male mentors did not invite them to social gatherings with male students held off campus.…”

Section: Literature Reviewmentioning

confidence: 99%

African female doctoral graduates account for success in their doctoral journeys

Ts’ephe

Potgieter²

2022

HTS Teologiese Studies / Theological Studies

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Doctoral education is regarded as a crucial engine for development by the knowledge economies, thereby making the research capacity of scholars play a critical factor towards development. Widening participation within doctoral education is seen as a way of enhancing this capacity. However, African scholars produce only 1.4% of all published research, indicating that Africa lacks research capacity. Even though both men and women contribute to the development of their continent and their countries, the number of women holding doctoral degrees on the African continent remains low across all nationalities. In high-income countries, there are 3963 PhDs per million people, whereas in some African countries (such as Tunisia, Egypt and Kenya), the number ranges from 100 to over 1500; however, in most low-income countries (such as Ethiopia, Uganda and Tanzania), the number is less than 100. Much research in doctoral education examines the reasons for low graduation rates and high attrition rates, but little research examines the contributors to the doctoral study for African women, especially in these times when doctoral education is viewed as a driver of the economy. Based on a qualitative study that interviewed 14 women from African countries, this article aimed to investigate how women account for completing doctoral studies. Data were gathered through semistructured interviews and analysed thematically using a capabilities approach as a theoretical framework. The findings suggest that institutional support, peer support and academic support played a role in their achievement.Contribution: The article contributed to doctoral education scholarship of African women and indicated that religion contributed to African women’s success in doctoral programmes, granting them strength to push until completion. This research may greatly encourage more women to enrol in doctoral programmes when reading other women’s success stories.

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Evaluating black womens participation, development and success in doctoral studies: A capabilities perspective

Cited by 9 publications

References 28 publications

Reconsidering postgraduate ‘supervision’ from a participatory action learning and action research approach

Reconsidering postgraduate ‘supervision’ from a participatory action learning and action research approach

Methodological stance

African female doctoral graduates account for success in their doctoral journeys

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