Exploring the lived experiences of black South African women who have completed their PhD in psychology

Abstract

Doctoral attrition and student retention remains an issue of contention within the South African context, and students of colour encounter many challenges that affect their participation and endurance in higher education. South Africa’s educational landscape has been founded and influenced by Apartheid policies and structures, which marginalised black women and privileged the white minority. The introduction of a democratic state post 1994 allowed for access and a transformation of the educational sector not only in policy, but in inclusive racial access. Many students of colour struggle to retain their position within higher education institutions and throughput or successful completion remains debatable within the Humanities fields. There are many factors that influence participation in higher education such as race, gender, socioeconomic status, and support structures. There are many studies that document the challenges and experiences of students currently enrolled in Universities, but a lack of retrospective studies conducted on alumnus black women who have successfully completed a doctorate and their experiences. It is within this context, that this study sought to explore the lived experiences of black South African women, who have completed a doctorate within the field of Psychology. The study further sought to understand their successes, challenges and coping resources which assisted them to manage and navigate the doctoral journey. Located within an interpretivist paradigm a qualitative interpretive phenomenological approach was used. Data was collected through semistructured online interviews via Microsoft Teams and six black women were interviewed. Data was analysed using the interpretive phenomenological method of analysis. The theoretical lenses contextualising the study were Salutogenisis and Intersectional theory. The findings revealed that coping resources were paramount to managing the doctoral journey. Family support, relying on the supervisory relationship and claiming agency within the process was important. Having intersected identities such as race and gender impacted how they viewed themselves within academic spaces and produced psychological and emotional impacts. The results further indicate the validation and leverage that obtaining a Exploring the Lived Experiences of Black South African Women who have Completed Their PHD in Psychology doctorate has for black women. Institutional support was considered vital to the success of the student and contributes to the retention of students of colour. It was concluded that institutions develop groups and programmes that facilitate student support and cultivate safety, and safe spaces where issues of racial tensions could be interrogated. Critical engagement and platforms of empowerment and opportunities for representation are recommended. The study offers insight into the experiences and offers insight into further support opportunities that could assist black women within academic spaces.