Career Narratives of Women Professors in South Africa

The statistics on the gender profile of academics in South African universities show that women are concentrated at the lower levels of the hierarchy with very few women at the uppermost level of professorship. At the time that this study was conducted women comprised only eight percent of the total number of professors in South Africa. The central aim of the study was to tell the story behind these statistics on gender inequalities by examining the subjective experiences of women academics. Twenty-five women professors from a diversity of universities, academic disciplines, race groups and ages were interviewed for about two hours each. The general areas of questioning were: family background, educational history, trajectory of career development, professional experiences, and relation between personal life and professional life. All interviews were audio-taped and then transcribed. Using narrative analysis, the interview transcripts were then analysed. The processes of analysis and interpretation were informed by the theoretical underpinnings of the study, which was located within the ambit of feminist post-structuralism and social constructionism. Central to the conceptualisation of the study was the idea of self as constructed through narrative with narrative viewed as an inherently social process. Thus the analysis of the narratives moved between attention to the particular and the general examining how broader historical and social processes of stratification are given form in the narratives of self. The unfolding of the narratives of the 25 women professors illuminated complex articulations between the legacy of apartheid and processes of gender organisation both inside and outside the academy. Both gender and race were pointed to as salient factors in the subjective representations of academia, but neither of these manifested as unitary and fixed. Instead gender and race shifted in and out of focus along with other axes of difference such as age, relationship status, family status and career stage in shaping the narratives of self. There were multiple and shifting intersections. Consequently, there were no straightforward, continuous lines of commonality and difference. Constructions of gender were shown to shift within a complex matrix of relations relevant to academia in South Africa. Albeit complex and multidimensional, the significance of gender in shaping academic careers was confirmed. The gendered implications of performing as an academic pervaded the narratives in diverse ways at the level of both form and content. While all the narratives followed a progressive form, the analysis showed that the career lines of most participants did not follow the standard linear model of career. The frequency of regressive micro-narratives nested in the larger progressive narrative drew attention to late beginnings and interruptions to career development. The analysis gave visibility to the interconnectedness of subjective experiences of being multiply positioned as academics, women, mothers and wives. Tension, ambivalence and contradiction permeated the accounts of having to perform multiple tasks. There was a shared representation of academic life as a battle to be fought. Achieving success in moving up the academic hierarchy was constituted as involving varied shifts in self-construction such as a change from the naive self to the ambitious, competitive self. Self-management, loneliness and isolation were commonly noted as features of academic life. A shared sense of gender consciousness and solidarity was largely absent from the narratives. Feminism was claimed as self-relevant in very few narratives whereas in others it was positioned as a reference point from which the self could be distinguished. Juxtaposed against feminism was the discourse of women's issues, which was framed as less militant and more womanly. These representations of feminism were interpreted in relation to the fissures that mark the historical development of feminism in South Africa. In sum, the study succeeded in producing a complex account of the subjective experiences of women professors in South Africa, giving visibility to the diverse ways in which social processes of gender are given form at the level of self-narrative. The varied narratives of what it means to be a woman professor in South Africa in the late 1990s were seen to be shaped by past policies, as well as current practices and policies. Finally, noting the diversity in the narratives, the importance of theorising difference was affirmed, the need for a complex change agenda was signalled and the need for a scholarship that is comfortable with the notion that our analyses are always limited, in process and constantly in need of modification was noted

The call for relevance: South African psychology ten years after democracy

A number of scholars during the 1980s and early 1990s questioned the relevance of psychology in South Africa. In this paper we characterise the nature of what became known as the ‘relevance debate’, and then investigate whether South African psychology has become more relevant during the nation's first ten years of democracy. Themes which are identified with respect to this issue include the apparent increasing representation of marginalised groups within South African psychology, the conscious responsiveness of psychologists to post-apartheid policy imperatives and issues, their alignment with international theoretical trends, and finally, an increasing recognition of the political nature of South African psychology. The authors conclude that a more productive approach within future debates regarding relevance in psychology would be to examine the nature of knowledge production within the discipline

Memorial Service in Honour of Nelson Mandela

The speech of Prof Cheryl De la Rey, Vice-Chancellor and Principal at the memorial of Nelson Rolihlahla Mandela, 11 December 2013

Decolonization and liberation psychology: The case of psychology in South Africa

This chapter focuses on psychology in South Africa as a discipline and profession embedded in a history of colonialism and apartheid. It a describes South African psychology as a site of epistemological contestation shaped by historical racial identities and relations of power and asserts that liberation psychology is central to the contribution of the profession to eliminating human rights violations and fostering well-being. National student protests in 2015–2016 called for the “decolonization” of the curriculum, bringing into sharp focus the decades-long debate about the relevance of psychology and the need for transformation. While the focus is psychology in South Africa, the chapter broadens the discussion of decolonizing the field to other nations plagued by histories of racial oppression such as Australia and the United States. Changes in the decolonizing process are not without their challenges, yet in a field of study that is one of the most popular among students, a cogent move toward decolonizing the psychology curriculum entails the invention of new voices and theories as well as liberation psychology practices that center squarely on the needs for equity, violence prevention, and social justice

South African feminism, race and racism

Cheryl de la Rey critically discusses the shifting understandings of race and difference. She frames the possibility that even if anti-racism is made central to feminism, the idea of unity may be misplaced.Published when Prof de la Rey was a lecturer in psychology at the University of Cape Town

Inaugural speech

Preface -- Changing context -- UP strategy -- Quality of the student experience -- Diversity and transformation -- Postgraduate education and research -- Sustainability -- ConclusionText of the inaugural speech delivered by Prof. Cheryl de la Rey, Principal and Vice-Chancellor of the University of Pretoria, on 16th April 2010

Culture, tradition and gender : let's talk about it

"South Africans often speak about traditional African cultures, Indian culture and Western culture placing emphasis on the differences and distinctions. There is indeed diversity, but during our workshop we observed that we share several cultural similarities with regard to gender-related beliefs and roles. While there are differences in the specific practices, there are gender related features thatour backgrounds have in common; for example, the evidence that women are undervalued and anything associated with women seems to be evaluated negatively. Another common theme is that from an early age women are held responsible for child-rearing and household work."Published when Prof de la Rey was a lecturer in Psychology at the University of Durban-Westville

Structural asymmetries and peace : hope or despair?

This article suggests that where one is positioned in the current geopolitical system is likely to have an influence on whether one feels hope or despair. In this respect material asymmetry as a divisive influence is noted and it is argued that poverty reduction is a crucial component in defining a culture of peace. The need for sharing of resources as envisioned in the definition offered by Boulding is endorsed. Although the reduction of material asymmetry is seen as crucial, it is however, not seen as sufficient for the attainment of a peace culture. Redressing other power differentials such as gender is also viewed as crucial. The insights offered by Elise Boulding on the role of nongovernmental organizations are highlighted but the need to examine civil society more widely is also noted. In particular, the question of the meaning of citizenship is emphasized. In conclusion, the importance of developing a holistic, interdisciplinary approach that draws on cooperation and interdependence is affirmed and it is argued that there is sufficient reason for hope.Published when Prof de la Rey was a lecturer in psychology at the University of Cape Town

The call for relevance : South African psychology ten years into democracy

A number of scholars during the 1980s and early 1990s questioned the relevance of psychology in South Africa. In this paper we characterise the nature of what became known as the ‘relevance debate’, and then investigate whether South African psychology has become more relevant during the nation’s first ten years of democracy. Themes which are identified with respect to this issue include the apparent increasing representation of marginalised groups within South African psychology, the conscious responsiveness of psychologists to post-apartheid policy imperatives and issues, their alignment with international theoretical trends, and finally, an increasing recognition of the political nature of South African psychology. The authors conclude that a more productive approach within future debates regarding relevance in psychology would be to examine the nature of knowledge production within the discipline.Published when Prof de la Rey was Deputy Vice-Chancellor (Research and Innovation), University of Cape Town