Exploring the life histories of black women early career academics in the STEM field within UK higher education institutions.

This life history-based thesis examines the experiences of six black women early career academics in the STEM field within UK higher education institutions. This thesis explored how the informant’s life stories have been shaped by the intersections of race, gender and neo-liberal discourses. It further locates the informant’s life stories within broader social, political and historical context in which these experiences occurred. The life stories of these black women early career academics uncover persisting inequalities based on race and gender differences and the ways in which these informants navigate these unique challenges within UK higher education institutions. It uncovers how these informants’ identities and subjectivities continue to be shaped by their participation in the STEM field within UK higher education institutions. As this thesis examines the informant’s life stories through the theoretical lens of CRT, decolonial thought, coloniality of gender, racial neoliberalism and Bourdieu capital theories. The findings suggest that the informant’s life histories demonstrate how the UK higher education institutions are implicated by race, gender and neo-liberal discourses and how this shapes the STEM field. Thus, it important for relevant stakeholders to consider the racialised and gendered structures and systems within UK higher education in light on the changing demographic of STEM students and academic staff. This study is important because it highlight the intersectional inequalities based on race and gender which has not be addressed in previous policy discourses and equality charters. By addressing this issue, there would be increased diversity in STEM field that results in increased research output, products and services useful in society.