Abstract
STEM disciplines have historically excluded individuals based on race, gender, sexuality, ethnicity, and class. African women, particularly those who are the first in their families to attend university (First-Generation Students, FGS), face significant challenges in accessing and succeeding in these fields. Although FGS encompass diverse populations with unique histories, this category often masks the intricate intersections of their experiences. Grounded in intersectionality theory, this qualitative study examines the lived experiences of twenty African women in STEM doctoral programmes across five South African universities. This paper specifically focuses on seven who are FGS. The findings highlight the profound discomfort and sense of unbelonging experienced by FGS in navigating the neoliberal meritocracy of universities and the competitive, exclusionary culture of STEM. These environments, shaped by racism and sexism, exacerbate the struggles of African women FGS, who often lack institutional support and recognition of their varied needs. This study advocates for the increased visibility of first-generation status in higher education research, arguing that universities and STEM faculties must address the systemic barriers that hinder FGS. By understanding these challenges, institutions can develop tailored strategies to support the retention and success of African women FGS, ensuring greater equity and transformation in STEM disciplines.