Beyond tokenism: activism, resistance and rebellion

• Date: 15 August 2024
• Pages: 122-136
• DOI: https://doi.org/10.1108/EDI-04-2023-0105
• Published date: 15 August 2024
• Author: Arlene P. Weekes,Shirleecia Ward,Maureen Mguni

Beyond tokenism: activism,

resistance and rebellion

Arlene P. Weekes

College of Nursing, Midwifery and Healthcare, University of West London,

London, UK

Shirleecia Ward

Leeds Beckett University, Leeds, UK, and

Maureen Mguni

College of Nursing, Midwifery and Healthcare, University of West London,

London, UK

Abstract

Purpose –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.

Design/methodology/approach –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.

Findings –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 thatcan be achieved by Black female academics is limited

due to the pervasive nature of racism, therefore dispelling the myth of meritocracy.

Research limitations/implications –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.

Originality/value –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.

Keywords Black, Women, Activism, Racism, Resistance, Rebellion, Social work education, Intersectionality

Paper type Research paper

1. Introduction

It is difficult for women (Skidmore, 2019;Yousaf and Schmiede, 2017;Acker, 1992;Bhopal,

2019) of any ethnicity in a patriarchal structure to progress in their chosen career. For Black,

female academics the endeavour is more challenging (Okoya, 2022;Asare, 2022;Osho et al.,

2019;Ali, 2016), due to the interrelation between gender and racial oppression (Rockquemore

and Laszloffy, 2008). In relation to UK universities their infrastructure is founded on the

social construction of whiteness being superior and neutral, marginalising Black women

academics, thereby hindering their progression (Frankenberg, 1993;Wright et al., 2007).

Furnham (2021) states that the subjective process of progression in academia is influenced by

elitism and is driven by institutional financial priorities. In addition, Rollock’s (2019) study of

20 Black female professors across the various disciplines in the UK talks to the injustices of

poorly implemented policies, citing “passive bullying” and “racial microaggressions” (p.35).

Despite academic and professional success (Asare, 2022), Black academics experience

undermining, being overworked (Rabelo et al., 2020), refuting of their research findings and

EDI

44,1

122

The current issue and full text archive of this journal is available on Emerald Insight at:

https://www.emerald.com/insight/2040-7149.htm

Received 1 April 2023

Revised 5 December 2023

23 April 2024

Accepted 13 June 2024

Equality, Diversity and Inclusion:

An International Journal

Vol. 44 No. 1, 2025

pp. 122-136

© Emerald Publishing Limited

2040-7149

DOI 10.1108/EDI-04-2023-0105