Abstract
M.Ed.
The aim of this study was to explore, with the intention of providing a rich
description, the experiences of black women enrolled at an historically white
university. Limited studies in the South African context have revealed that many
women have alienating and marginalising experiences in formal education from
as early as primary schooling up to their learning experiences as adults. This
often takes the form of disrespect from patriarchal teachers and institutions or
androcentric content or information that excludes or undermines the efforts and
experiences of women. Furthermore, the general position of women in broader
society is filled with disparity and devaluation, as women are often the primary
care givers, the lowest paid employees in formal employment, and unpaid
workers within the family structure.
For black women, who are often triply exploited through race, gender and
economic disadvantage, the struggle to belong and even survive within higher '
education appears to be more challenging. As a result, black women sometimes
view the university as alienating, androcentric and patriarchal which leads to
descriptions of feeling restricted, silent, invisible or the 'other'. Traditional and
cultural restrictions placed on black women often further exacerbate these
experiences. Consequently, black women's stories are neither told nor heard
within broader society or within texts in higher education institutions.
The overarching perspective in which the study was grounded was that of socio constructivism,
using qualitative research methods to explore the experiences of
black women pursuing post graduate studies at an historically white university.
Data for this study were collected via semi-structured, in-depth interviews with
ten black women within the Education Faculty. I used the constant comparative
method of data analysis to search for recurring themes and patterns.
From the findings, it was clear that the prevailing perception of participants was
that racial bias was present in almost every experience in higher education. In
addition participants cited a number of constraints, which impacted negatively on
their experiences. Many participants also reported a perceived lack of support
from lecturers, which exacerbated an already challenging situation. As opposed
to the many negative experiences, some positive experiences related to
professional growth and learning opportunities were cited. Some participants also
made observations about measures for the university to become more accessible
to black women.
The main implications arising out of the study are that management needs to
endorse policy to deal with issues of both obvious and subtle racial bias. Staff
development training, which incorporates methods for dealing appropriately with
adult learners and practices that promote woman-positive and culturally
responsive programmes, must compliment this. In addition, greater support
should be afforded students, particularly part- time students, for increased
opportunities to consult with lecturers and effective language tutoring. Accessible
measures for part time students to raise their complaints via the SRC should also
be created. Moreover, serious consideration needs to be given to the provision of
adequate, affordable and efficient childcare facilities as a service for all students.