Is it transformation or reform? The lived experiences of African women doctoral students in STEM disciplines in South African universities

Abstract

Science, Technology, Engineering and Mathematics (STEM) fields have historically been disciplines dominated by white men. The colonial ideology designated Africans as subhuman, inferior intellectually, socially, and culturally to the white masculine norm in STEM disciplines. STEM education and careers were thus constructed to attract white, heterosexual, middle-to-upper class, Christian, able-bodied men. This positioning ensured that STEM environments remained inhospitable to anyone whose identity was outside the constructed somatic norm. The calls and imperatives to transform notwithstanding, the transformation process in STEM disciplines is moving at a snail-like pace. This article argues that what is occurring in STEM disciplines in South African universities is reform not transformation. It is underpinned by the intersectional theory within the qualitative paradigm. Seventy-three African doctoral and postdoctoral women students in STEM were interviewed from five South African universities. The findings highlighted how African women in STEM face challenges based on their racial and gendered identities and that what is presented as transformation is still oppressive to them. The study also found that equity through access to education in democratic South Africa does not equate to transformation. The argument presented is that despite existing policies and initiatives in South African universities to transform, the demographic inclusion of African, female staff and students does not necessarily equate to transforming the STEM environment. What needs to occur is a shift beyond reform and towards transformation through the use of strategic inventions which dismantle the racist, sexist, classist, and xenophobic ideology that permeates these environments.

A scoping functionalist reflections on the implementation of affirmative action in Higher Education Institutions in South Africa

“…39 of 1996 there must be 50% of women representation in all the decision-making positions, of which, according to Gururaj, et al (2021), a number IHLs in South Africa have not achieved such. Looking at skilled positions that are inclusive of management posts for women who are professors in South Africa, Mkhize (2022) notes that there is an increase of 19.9% from 4% in the previous years to 23,9%. Mkhize (2022) further contends that although South African universities have an increased number of women in senior management positions, there is still a larger number of men compared to women in management positions, with 15% of female Vice Chancellors, with 12 female deputy Vice Chancellors out of 30 in 2022 of Deputy Vice Chancellors and 26% of Deans, amongst them only 5% of black females are professors.…”

The impact of the COVID-19 pandemic on educational transformation in African higher education: a systematic literature review on rural universities

“…Similarly, Tella (2022) discusses the insights from transformation efforts in postcolonial African states and the African-American studies movement in the United States, providing potential solutions for curriculum transformation in South Africa. The experiences of African women doctoral students in STEM disciplines in South African universities are examined in a study (Mkhize, 2022). The study highlights the challenges faced by African women in STEM based on their racial and gendered identities and questions whether the transformation efforts in STEM disciplines are genuine or merely reform (Mkhize, 2022).…”

Transforming Postgraduate Education in Africa

“…Historically, South African women were subjected to structural and cultural restrictions under apartheid, which is why White men made up the vast majority of students in Higher Education, especially in science and engineering courses (Mkhize 2022;Moshupi 2013). Black students who wanted to study these courses in previously advantaged institutions were required to seek special permission or were forced to study abroad (Mkhize 2022;Mlambo 2017).…”

“…In some cases, it could immediately address and alleviate any financial burden that the student is facing. Financial constraints are one of the reasons why many doctoral students do not finish on time or at all (Mkhize 2022). Given the doctoral graduation rate, specifically that of Black female students as presented earlier in Section 3, this might be one of the strategies to increase graduation rates in this population group.…”