“I am more than just a coloured woman”–Narrating undergraduate experiences at a historically white South African university

Abstract

Transformation of South Africa's HWIs is evidenced by a diversification of their student and staff populations. The transition from exclusion to inclusion of black minority student populations and their cultures on to these university campuses has not been without challenge for those accessing these institutions. This article reports on a study that was conducted at Stellenbosch University about the experiences of five black women undergraduate students at this still predominantly white Afrikaans university. The findings show that despite legislated pressure and institutional policy initiatives to transform, these "Coloured" undergraduate students do not experience the university environment as inclusive. What emerged were a prevailing awareness of otherness and an acute awareness of their minority status. The small numbers of minority students, together with a lack of symbols or icons that reflect and acknowledge the presence of diverse cultures exacerbate the feeling of being in the minority or a 'tolerated otherness". They experience SU as a university typified by a culture and practices that cling to traditions that are not always sensitive to the impact of history or diversity. This type of organisational culture in which covert and overt resistance to transformation is the norm, hampers the political will to move from policy to practice, and entrench the experience of marginalization.

Bodies out of place: Black queer students negotiating identity at the University of Cape Town

“…These policies have effectively increased the number of students of colour; however, they have also been met with intense backlash. This backlash has taken the form of discourses of reverse racism and lowered academic standards, which construct black students as undeserving of their place at university (Daniels and Damons 2011;Kessi and Cornell 2016).…”

“…Within these discourses black students are seen as lacking the attributes necessary to succeed and only being present to fulfill a quota in the university (Daniels and Damons 2011;Kessi and Cornell 2016). They are constructed as "the problem" rather than as young people claiming their right to education (Kessi 2013).…”

“…Internationally (Johnson-Ahorlu 2012;Harper 2009;Phoenix 2009) and locally research (De Beer, Smith and Jansen 2009; Higham 2012) shows how these narratives are internalised by black students which may lead to low self-esteem, alienation and potentially impact academic performance negatively. These narratives have made students question their abilities and the validity of their place at university (Daniels and Damons 2011;Kessi and Cornell 2016). Young black women from Stellenbosch University explained how such spaces make them feel like they are seen solely for their racial identity and not just as students (Daniels and Damons 2011).…”

“…These narratives have made students question their abilities and the validity of their place at university (Daniels and Damons 2011;Kessi and Cornell 2016). Young black women from Stellenbosch University explained how such spaces make them feel like they are seen solely for their racial identity and not just as students (Daniels and Damons 2011). Similarly, black students at UCT commented that when they arrived at university it was the first time that they "felt black" due to the negative narratives surrounding them (Kessi and Cornell 2016).…”

“…Another emerging theme in the literature about black students' experiences in higher education is that of symbolic exclusion. This involves a lack of names, icons, symbols, practices and discourses that acknowledge and reflect the existence of a diverse student body (Daniels and Damons 2011). Such problems were brought to attention two years ago with the #RhodesMustFall (#RMF) movement where students mobilised to remove the statue of Cecil John Rhodes at UCT because of its glorification of colonialism and representation of institutionalised racism and sexism.…”