| Abstract | Background
Studies suggest that British universities may not be meritocratic and inclusive institutions for all, especially for black female academics. They face barriers such as pay discrepancies, gendered racism, microaggressions, and under-representation in senior positions, leading to marginalisation and career stagnation. Limited research exists on the experiences of black minoritised1 nurse academics and unique challenges within nursing faculties may impact their experiences. Aims
The study aims to investigate the experiences of female minoritised nurse academics in UK higher education institutions (HEIs), focusing on racial discrimination, power dynamics, and the impact on their careers and well-being. It will explore how gender, ethnicity, nursing faculty culture, and migrant status intersect with these experiences. Methodology
A snowball sampling technique was used to identify and recruit eleven academics, ten females and one male, from minoritised backgrounds in the UK. Data was obtained using in-depth interviews between 2017 and 2018. A narrative research methodology using a dialogic/performance approach was used to analyse the data and capture the experiences and significance attributed to them by the participants. Critical Race Theory (CRT) was used to understand and make sense of the participant’s stories. Findings
The findings align with research on black minoritised academics' challenges in UK HEIs. Many participants faced a combination of oppressions, with racial and gender discrimination being the two main intersecting issues. This led to feelings of exclusion, fatigue, and a lack of career progression, as well as evidence of racial trauma. Despite these challenges, the participants showed resilience and strength, using effective coping mechanisms such as impression management and building cultural and social capital through internal and external networks, allies, and personal resilience to succeed in higher education. A few participants did share positive experiences of receiving support from HEIs and seeing progress in their careers. Conclusions
The findings of this research study provide invaluable insights into the previously unexplored experiences of Black minoritised female nurse academics in the UK. Additionally, the findings advance our understanding of racial microaggressions and racial trauma theories, as these theories do not currently address how these concepts manifest within the context of nursing disciplines in HEIs in the UK. Furthermore, using a dialogic/performance methodology, the voices of these participants were amplified. The findings suggest that HEIs must incorporate anti-racist education that exposes the structures and processes perpetuating inequality and maintaining white privilege. This will empower individuals to advocate for a more just and equitable culture for all. |
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