The aim of this research was to explore and gain an understanding of the lived experiences of Black females transitioning from social work practice into academia and the support and barriers they experienced.
To achieve this an adaptation of Wengraf (2004) Biographical Narrative Interview Model (BNIM) was employed alongside Braun and Clarke (2006) thematic analysis as foundation of the methodology employed in this study. Whilst the adverse issues relating to Black female academics is not new, the paper is original in the manner in which data was gathered.
The study identified four themes: (1) significance of early life, (2) passion for learning, (3) overcoming obstacles and (4) navigating academia. The case studies highlighted the various examples of resistance, rebellion and activism the Black female academics employed within UK universities. The paper concluded that despite the positive messaging from families and communities, about pursuing education, and the need for having a strong work ethic, the progress that can be achieved by Black female academics is limited due to the pervasive nature of racism, therefore dispelling the myth of meritocracy.
The research sample was small and therefore not easily generalisable to the whole population. The findings of the paper will need to be considered as a contribution of knowledge to the issue of structural racism.
Whilst the adverse issues relating to Black female academics is sadly not new, the paper is original in the manner in which data was gathered. Namely, the academics were both researchers and the participants, therefore simultaneously providing and analysing the data.
