Experiences and challenges of black women enrolled in a STEM field in a South African urban university: A qualitative study

Abstract The under-representation of women in the field of Science, Technology, Engineering, and Maths (STEM) is of great concern in South Africa. Despite the efforts made by the government to improve access to education for learners from previously disadvantaged communities, South African Black women are still under-represented in STEM fields. The present study aimed to understand the experiences and challenges that limited the success of Black South African women in STEM courses. The study adopted a qualitative approach and was descriptive in nature. The purposive sampling technique was used to select a sample of eight students studying towards an undergraduate degree in Computer Science at a South African public university. Data was collected using in-depth one-on-one interviews and thematic analysis was deployed to analyze the data. The findings revealed that the majority of the students attended public schools with limited resources (e.g. computer access), as a result struggled to cope with the course workload and language of tuition (English). The absence of relevant mentorship programmes also contributed to the challenges the students experienced in the field. The findings underscore the need for policy that utilizes an intersectionality approach to understanding the multiple interconnected challenges that Black women students experience in STEM courses in South African universities.


PUBLIC INTEREST STATEMENT
The article presents the experiences of Black women studying towards a STEM qualification in a South African urban university.It discusses the challenges women are facing in obtaining the qualification, and how their prior education (e.g.having attended public schools where there was a shortage of educational resources) contribute to their negative higher education experiences.It is also reported the lack of close support such as mentorship make it difficult for women to cope in their studies.The students highlighted the importance of having women who have completed the qualification and went on to establish a successful career in academia or industry to serve as mentors for incoming scientists.

Introduction
During the Apartheid years, the majority of the South African population were denied access to education due to racist policies by the Apartheid government (Keswell, 2010).In 1994 when South Africa gained independence, the African National Congress (ANC) 1 led government introduced measures to reform the state of higher education.These measures included doing away with racial policies and making funds available to Black students to address the imbalance of the past (Akala & Divala, 2016).Three decades later, the legacy of Apartheid continues to haunt South African higher education institutions.Many Black learners from poor households and communities continue to face challenges that have profound impact on their success rate in higher education.This scenario is particularly evident among women in Science, Technology, Engineering and Mathematics (STEM) fields.Studies show that there is a low throughput rate of Black women who venture into STEM fields at a university level (Idahosa & Mkhize, 2021;Ireland et al., 2018).These educational inequalities have a huge impact on the social and economic lives of women, including the lingering poverty and unemployment in later adulthood.This article brings to light some of experiences of these challenges from women who are studying towards a STEM qualification at an urban university.The article underscores the need for policies that take an intersectionality lens to address the plight of Black women in STEM fields in educational institutions.

Background
Notwithstanding the gains in participation in STEM, women remain under-represented in these fields (Bloodhart et al., 2020;García-Holgado et al., 2019;Kahn & Ginther, 2017).Studies have confirmed that men continue to dominate engineering, science and technology fields by 57% (Akala, 2018).This gender disparity is also evident globally.In the United States of America, United Kingdom, Australia and Japan only 29%, 12.8%, 16% and 13% of women occupy science and engineering jobs, respectively (Beede et al., 2011).
In the African context, gender inequality in STEM fields is also concerning.In Sudan, women dominate higher education institutions by 55%; however, they are under-represented in STEM fields, and constitute less than 23% of the student population (Elhag & Abdelmawla, 2020).In Uganda, the proportion of women in science-related disciplines at a university level was found to be 44% between 2012 and 2016 (Tizikara et al., 2019).A study undertaken in Covenant University in Nigeria found that only 100 women were enrolled in undergraduate engineering programmes (Amoo et al., 2019).Similarly, Dichabe (2017) argued where women outnumber men in enrolment in higher education, the women were concentrated in the Humanities, Business and Commerce fields.
The under-representation of women in STEM is also evident in South Africa, and can be traced back to colonialism and the Apartheid years (Abe & Chikoko, 2020;Idahosa & Mkhize, 2021).During Apartheid, Black people were being denied access to quality education and decent employment opportunities (Christie & Collins, 1982).For instance, education provided to White students during Apartheid prepared them for an almost complete monopoly of accessing, occupying, and dominating the high status jobs, while education provided to Black students constrained them to low-paying jobs (Otu & Mkhize, 2018).Black women were the most affected groups, as they were systematically excluded from enrolling or participating in STEM related programmes or jobs.As a result, the STEM fields remained male-dominated with incidences of racism and discrimination (Idahosa & Mkhize, 2021).The Apartheid policies not only did authorize racial segregation but also patriarchy, which is still prevalent in educational institutions and workplaces.Dlamini and Adams (2014) argue women in South African education institutions still feel disempowered, and those who raise their concerns about patriarchal issues are labelled as disrespectful by senior male colleagues.Patriarchy is a system of ideologies, values, beliefs and practices that differentiates and propagates unequal relations between men and women (Dichabe, 2017;Dlamini & Adams, 2014).Moreover, patriarchy has been at the centre of propagating gender inequalities in the past and in contemporary times, particularly in educational and work spaces (Dlamini & Adams, 2014).The practice of patriarchy dominant in African communities continue to reinforce the dominant hegemonic view of stereotypical masculinity and femininity.In some contexts, girls are being taught to be good wives and engage in activities such as sewing and housekeeping, roles considered to be feminine (Dlamini & Adams, 2014).Thus, access to education and employment opportunities is still, to some extent largely based on gender roles and consequently resulting in the under-representation of women in politics, decision-making processes, economy and nationbuilding.
Since 1994 when the Apartheid government was abolished, the new government has been working hard to transform and bring about an equal and liberated social order for all human beings regardless of their race, gender, and sexuality etc (Chisholm, 2004;Leibowitz & Bozalek, 2014).To bring this commitment to life, various legislations and policies were introduced (Berger, 2003).Chapter Two of the South African Constitution of 1996 focuses on the Bill of Rights for South African citizens (Berger, 2003).The Bill states that everyone is equal before the law and should equally enjoy the benefits and be protected by it.It further states that no person should be discriminated against due to their race, gender, sex, pregnancy or marital status.
To uplift those disadvantaged by previous government policies, various opportunities and funding platforms were introduced to assist academically deserving students to enroll in institutions of higher learning (Matukane & Bronkhorst, 2017;Jackson, 2002).The National Student Financial Aid Scheme (NSFAS) was introduced in 1994 to support students from previously disadvantaged groups to access higher education (Matukane & Bronkhorst, 2017).Since the inception of the financial aid scheme, a higher proportion of women compared to men have received financial support to study further.In 2014 and 2016, 109 829 and 130 297 women received financial support from the financial scheme, respectively.Moreover, the private sector, particularly companies in the built and engineering fields have been playing a key role in supporting under-privileged students to access higher education.However, these funding mechanisms are clearly not sufficient as the representation of women in STEM fields, and the labour market remains relatively low (Beede et al., 2011;Bloodhart et al., 2020;Sax, 2012).In 2017 although women constituted 51% of the total population in South Africa, they made up only 44.3% of the employed workforce and occupied low positions in organizations.
Having observed the infrequent enrolment of women in STEM fields and throughput, the study aimed to explore the experiences, challenges and coping strategies of Black women studying towards a STEM qualification in a South African urban public university.The study had the following questions: • What are the experiences of Black women studying towards a STEM qualification in an urban public university?
• What are the challenges and coping strategies employed by the Black women?
It was hoped the findings will help raise awareness on issues faced by women in STEM fields and encourage institutions of higher learning to consider introducing or strengthening student and staff support programmes meant to empower women, particularly those from previously disadvantaged backgrounds.

Authors positionality statement
The three authors are Black Africans under the age of 35 years and qualified as social workers from the same university.The lead author is a Black woman with interest in socioeconomic issues faced by young Black students from poor public schools.During their training at the university, the authors observed students from rural areas struggled to adjust and cope with university life and workload.Through casual interactions, it was clear that the students faced financial, language barrier, and technological literacy challenges.These challenges were common amongst the first years, particularly those who resided in off-campus accommodation.These issues resulted in some students getting financially and academically excluded each year.The lead author as a Black woman, who also received her secondary education from a public school in a township setting was motivated to explore the experiences of these students, particularly of those studying toward a STEM qualification.Positionality represents a space in which objectivism and subjectivism meet (Freire, 2000;Merriam et al., 2001).To achieve objectivity in our analysis, it was crucial for the authors to strive to be objective but also mindful of their biases.Positionality awareness assisted the authors to be mindful of who they are as individuals and as group members.

Study design
We utilized qualitative research methodology, which was exploratory and descriptive, to explore the experiences and challenges of Black women studying towards a STEM qualification (Creswell & Clark, 2004).An exploratory design was considered suitable for the study because of the observed gaps in literature that focuses on women experiences, particularly the experiences of Black women interested to establish a career in a field historically dominated by men.At the time of the study, there were few women employed in STEM fields despite the availability of progressive policies meant to empower women to enter the fields.

Study setting
The study was undertaken at a South African public university located in Johannesburg.During the Apartheid years, the university was one of the three White-dominated institutions.In 1959, the Extension of University Education Act provided that the White dominated universities in South Africa might no longer admit Black students, except in special circumstances, and only with ministerial permission in each case (Murray, 1990).As a result, students of other races had limited opportunities to access the institutions, particularly to study toward STEM related courses.Post 1994, the South African government led a programme to transform higher education institutions, mainly to diversify the academic staff and student population (Kraak, 2000;Reddy, 2004).As a result, many students from the previously disadvantaged groups started to enrol in the White dominated institutions.These included women enrolling in academic programmes that were historically ring-fenced for White students such as engineering and medicine.Despite legislative progress in opening these fields for non-White students, many of the Black students continue to experience academic exclusion due to poor academic performance and financial reasons.

Participant selection
Using a purposive sampling technique, eight Black women studying towards a Bachelor of Science (BSc) in Computer Science were recruited from the University Faculty of Science (Table 1).The participants were aged between 20 years and 22 years and in their third year of study.First year and second year students were excluded from participating in the study.The researchers recruited third year students due to their in-depth knowledge and experiences of the course trajectories such as workloads and completion rates.Furthermore, the programme is one of the prestigious courses in the university with competitive entry requirements.Anecdotal evidence also portrays the field as demanding with few students managing to graduate in record time.

Data collection
To gather data, the researchers made use of in-depth one-on-one interviews.Scholars encourage researchers to make use of in-depth one-on-one interviews when interested in understanding a relatively under-researched phenomenon (De Vos et al., 2011).The first author (HS), a Black South African woman experienced in qualitative social research and able to communicate in local languages, conducted and managed the interviews.The interview questions were focused on the students' experiences, successes, challenges, and coping strategies in the STEM field.All the interviews were conducted within the university premises using English, and lasted approximately 30 minutes.A digital audio recorder was used to capture the conversation between the researcher and the participants.A notebook was also used by the researcher to write reflective notes after each interview.The notes were used in the data analysis phase of the study.There were no reported refusals to participate in the study.

Data analysis
The interview audio files were transcribed verbatim and manually coded using thematic analysis methods as described by (Braun & Clarke, 2014).The three researchers independently read through the transcripts and began the coding process.The coding of the interview transcripts was by line-by-line, and this was done to ensure no data was lost in the coding process.Following the data coding process, the researchers held meetings to discuss emerging themes from the data.Through these engagements, the researchers were able to agree on a list of emerging themes per objective.Table 2 presents the emerging themes.

Ethical considerations
The study received ethical clearance from the University Human Research Ethics Committee (nonmedical).The researchers further obtained a letter of approval from the university Registrar

Study objective Themes
Experiences of Black women students enrolled for a STEM course • Adapting to the university environment • Academic development and growth Challenges of Black women students enrolled for a STEM course • Prior academic background • Language of tuition • Workload and time management • Computer science-a male-dominated field responsible for student affairs.These official documents including the study information sheet were used to recruit students who met the inclusion criteria.Willing participants provided written informed consent before they were interviewed.

Intersectionality and Black women in STEM
Intersectionality has traditionally been understood as a Black feminist theory that looks at the various ways in which race, gender and class intersect to oppress and marginalize Black women (Collins, 2012;Crenshaw, 1991).The term "intersectionality" can be traced back to legal scholar and feminist Kimberle Crenshaw who used it to highlight the interconnected axes of oppression, including race, class and gender that collaboratively exacerbated the challenges faced by Black women.This term has been increasingly taken up as a theoretical framework within studies of higher education.This indicates that good progress has been made in an attempt to adequately capture and discuss experiences and challenges confronting Black women, especially within the South African context.According to Shields (2008), historically, discourses on race, gender and class have taken a singular approach to understanding the experiences of Black women, hence, there is an urgent need for an intersectional approach to research on the challenges confronting Black women to enable researchers to go beyond the binary perspective to understanding the challenges of Black women.
Within the African context, intersectionality has become a powerful lens through which the oppression of Black women and other marginalized identities is understood.While writing about intersectionality and student protests in South Africa, Gouws (2017, p. 19) defines intersectionality as "the interlocking relations of dominance of multiple social, political, cultural and economic dynamics of power that are determined simultaneously by identity categories of race, gender, class, sexuality, disability and others".Numerous African feminist scholars argue that within the African contexts, issues of race, class, and gender intricately intertwine with the legacies of colonialism, Apartheid, and a pervasive system of patriarchy.As a result, intersectionality is experienced differently by Black women and other marginalized identities (Daniel, 2021;Gouws, 2017;Groenmeyer, 2011;Moolman, 2013;Tamale, 2020).In her book titled Decolonisation and Afro-Feminism, Silvia Tamale posit that to fully conceptualise intersectionality one must recognize that the oppression of African women intersects with other forms of structural oppression such as race, class, religion, disability, sexual orientation and ethnicity among others to simultaneously amplify their oppression (Tamale, 2020).She further argue that "Part of the colonial project was to suppress heterogeneity; therefore, any serious analysis of decolonization and decoloniality must go beyond race and pay close attention to the nuanced and complex intersections of oppressive systems based on gender, sexualities, migration, poverty, religion etc" (Tamale, 2020, p. 63).Consequently, the understanding of intersectionality in the African contexts transcends traditionally normalised categories of oppression such as race, class and gender.It is inclusive of other emerging marginalities such as immigration status, disability and sexual orientation amongst others (Gouws, 2017;Tamale, 2020).Gouws (2017) further note that intersectionality in the South African context is linked to the idea of decolonization.She argue that "In the tertiary education sector where these protests took place intersectionality can also be understood as a critical lens on epistemology, challenging scientific traditions, and demanding the decolonization of knowledge production (the inclusion of Black people and women as knowers and producers of knowledge).Hence, intersectionality aids in framing and unpacking how geopolitical histories and oppressive social systems continuously reproduce compounding inequalities to impede the emancipation of Black women, even in the academy.Such an analytical lens is crucial for the present study, as it facilitate our understanding of issues that impede the progress of Black women in STEM fields.

Findings
Table 1 shows the demographic information of the participants consisting of eight Black women aged between 20 and 22 years.Six of the participants attended public schools while two received their education in private schools.The participants resided in semi-rural and urban-urban/ townships areas.To fund their education, six of the participants received financial support from the government, while the other two students were privately funded.

Experiences of participants studying in the field of computer science
Two themes emerged from this objective were: (1) adapting to the university environment and (2) academic development and growth (Table 2).

Theme 1: Adapting to the university environment
The majority of the participants reported coming from previously disadvantaged communities and schools, as a result, they struggled to adapt to the university environment and cope with the demands of the course.Moreover, the need to balance academic and social life also worsened the experiences of the participants.
When I arrived here at the university, my marks dropped drastically, and I realized at that point that I needed to adopt a new studying strategy.(P1) Moving from high school to university has not been easy since the environment is different.Having the responsibility of looking after myself yet keeping up with schoolwork and social life has not been easy but I adapted for the past two years till now.(P4) Another participant argued the field of Computer Science is demanding.However, she blamed herself as she felt she did not invest enough time in the course.
Computer sciences deal with coding.At first, I did not know much about the course.I enrolled because of my love for Mathematics.However, I failed simply because I was not giving myself enough time to engage with the content, and not consulting with lecturers and peers (P2) The change in environment was mentioned as a contributor to the negative experiences that the participant had with regard to studying a STEM course.The majority of the participants came from disadvantaged households and communities, where they had limited access to sophisticated technological resources to facilitate their learning.However, some of the students mentioned poor time management as one of the reasons they experienced difficulties.

Theme 2: Academic development and growth
As much as the participants had challenges adjusting to the academic environment, some of them experienced a sense of personal development.The participants felt the academic environment exposed them to new knowledge which contributed to their development as inspiring scientists.This theme was captured when the participants said: I get to learn about new things that I have never learned about before.I take everything as an opportunity to challenge my knowledge and thinking.(P6) University education gives us the freedom to experience and find answers for ourselves.It comprises of theory and practice to enhance our theory knowledge through practicals.This challenge helps me to grow and prepare me for the workplace.(P4) The participants felt that the university space transformed them into critical thinkers.This development came about from the way in which the course consistently challenged their way of thinking in the lecture room.
University for me has been a shell breaker.It provided a space for me to grow.I have gained critical lens and my brain has been challenged in a way that it has never been challenged before.(P8) It is evident, that the participants were appreciative of the opportunity of being enrolled in the university and studying towards a STEM course; a field that was historically dominated by males.The participants reported being exposed to various developmental opportunities of theoretical and practical in nature.
The researchers were also interested in learning about the challenges that the participants encountered while studying Computer Science, traditionally, a male-dominated field of study.

Challenges experienced by the participants enrolled in the field of computer science
The majority of the participants experienced difficulties in the course.Some of these challenges had roots in the participants prior education, while others were related to the language of tuition (English), discomfort with being in a male-dominated space, and the shortage of women academics to serve as mentors.

Challenge 1: Prior academic background
Most of the participants attended public schools located in rural areas, where there was a frequent shortage of skilled STEM educators and learning materials.This served as a limitation to the participants when they enrolled in a competitive urban university.Thus, participants felt unprepared to cope with the learning demands in the university.This theme was captured when the participants commented: For me, I had to do double work.Before I can tackle the actual assignment, I had to firstly research or familiarise myself with how one could go about doing the assignment then only then I could tackle the assignment.So basically, the lack of IT background was a great disadvantage to me.(P4) Many public schools in rural areas where many poor Black learners attend have consistent shortages of teaching and learning materials, especially computers and textbooks.As a result, the learners who come from these schools struggle when they reach university as they are not familiar with most of the teaching and learning styles being utilised.
I come from a public school which was under-resourced, the school did not have computers for us to use.I only got to know more about computers here (university).(P6) I come from a small township in KZN, we walked a long distance to get to school.The school also had a shortage of educators for key subjects.(P1) It is evident learners' prior education plays a critical role in their experiences of higher education.Therefore, it is not surprising to discover that the participants felt overwhelmed by university education.It was also clear that the language of tuition (English) used in South African teaching institutions also contributed to the hardships the participants faced in their studies.

Challenge 2: Language of tuition-English
Some of the participants from under-resourced schools, where some educators prefer to communicate with learners using vernacular languages, encountered language difficulties when they entered university.The lecturers, unlike their high school educators, communicated or lectured exclusively in English.The participants reported having encountered difficulties in understanding what is being said by their lecturers during lectures and tutorial sessions.This theme was captured when the participants said: I am not too good in English and the lecturers and students converse in English.(P7) Due to difficulties in expressing themselves in English, some of the participants found it difficult to participate fully in the lecture room, as the lecturers expected students to express themselves only in English.
Language barrier is the biggest problem which affects my confidence.As a result, I shy away when I need to engage due to the way I talk which is different from my peers who went to private schools.(P3) The language of instruction plays a critical role in determining the academic success of students, particularly those from poor schools.As mentioned earlier, the majority of the participants attended public schools where the educators hardly used English during lessons.

Challenge 3: Workload and time management
As expected with university education, the participants were expected to participate in lectures, write tests and submit assignments.Some of the participants reported being unable to cope with these academic demands.This was mainly because of other circumstances such as family domestic duties and inadequate support from the university.
Computer Science has been challenging and demanding.It demands you to intensively engage with your work because it has a lot of work and deals with coding which is something that one cannot just cram but demands you to understand before you could do anything.(P3) The Computer [Science] field needs one to be able to set time aside to go through the study material.If one likes to procrastinate, they will be in trouble and risk not being able to go through all the assigned work.(P7) However, some participants were of the view that the course is not necessarily demanding, rather, it needs consistent effort.If one goes through the coursework daily, it becomes manageable.
The course is not necessarily difficult, it's just that we have a lot of work to go through.Some people look at the amount of work and get discouraged from continuing with the course.(P5) Computer Science studies were deemed to be too demanding with many tasks assigned to students every week.The majority of the participants felt overwhelmed by the workload.In order to cope with the overwhelming workloads, some of the participants consulted their tutors, lecturers and peers for extra support.
Apart from studying to keep up with the work, I also consult a lot with my lecturers and peers.They help me with the content that I do not understand.(P3) However, not all participants found it easy to reach out to their lecturers for academic support.some of the participants were hesitant as the majority of the lecturers were males.The participants felt uncomfortable to reach out to them for extra support.

Challenge 4: Computer Studies-a male-dominated field
Moreover, some of the participants did not feel comfortable studying in the field of Computer Science.The participants were concerned the field is dominated by males and felt unsafe around them.The uneasiness of the participants was exacerbated by the high prevalence of gender-based violence (GBV) with many women becoming victims daily.As a result, the participants expressed they were often uncomfortable to ask for help from males in the field.This theme was captured when the participants said: I sometimes feel uncomfortable to be in a space that is dominated by men, especially after the incident of the killing of a female student at the University of Cape Town (UCT).I do not like to be associated with men as that cause me the feeling of discomfort.(P8) In the lecture room, you find more than one male interested in being in a relationship with you, they tell you how beautiful and attractive you are.Followed by looks that makes me uncomfortable.(P7) I feel uncomfortable, sometimes when you ask for help from the male classmate, they will use that opportunity to ask you out which really put me off.(P2) As previously alluded to, women remain under-represented in the field of Computer Science.This was found to be increasing anxiety or feeling of discomfort among some of the participants.The participants were worried that in order for them to progress in this field they will have to ask for assistance from male lecturers and students.I think they should recruit more women (lecturers), so we can feel comfortable, supported, and a sense belonging in the field.(P7) I feel like the University should employ more women (lecturers) so we can have people who are like us and whom to look up to.(P2) We need more women who have made it in this field to come and provide insight into the course from women's perspective, and to encourage and show us that actually as a woman, you can graduate and make it in the field.(P5) The majority of the participants felt the domination of men contributed to the challenges they faced in the field.They advocated for the employment of women academics in the field.The participants were of the view that fellow women will be better positioned to understand their experiences and challenges as students and future scientists.In the next section, the researchers discuss the findings in relation to literature.

Discussion
In this study, we analysed the experiences of Black women enrolled in a STEM field in an urban public university.The study exposed the intersectional challenges confronted by Black women students enrolled in this field.The data shown that the language of instruction (English), amongst other challenges, is a critical barrier to the success of Black South African women in STEM fields.Most of the students came from disadvantaged communities where they attended under-resourced schools which left them under-prepared for university education.At the university, they had to adjust to using English as a mode of communication and learning.As a result, most of the students found their new academic circumstances to be overwhelming which led to poor academic performance.
In addition, Abrahams et al. (2019) and Munyoro and Dube (2021) have also highlighted the challenges of adjusting to the English language amongst students whose first language is not English.While arguing for a decolonised university space, Munyoro and Dube (2021) posit that many students at South African universities are failing at undergraduate level because they fail to adapt to the use of English as language/mode of instruction for teaching and learning.Cross & Carpentier (2009) also argue that the use of English as a language of instruction contributes significantly to the low throughput rates of Black students at South African universities.
However, existing literature falls short when accounting for the contextual intersectional issues that are intertwined with the use of English as a language of instruction amongst Black female South African students.Firstly, the issue of race, class and gender is evident in this study.The majority of the participants originated from poor communities.As noted by Maddock and Maroun (2018); Dos Reis et al. (2019); Mittelmeier et al. (2019) and Cross et al. (2011), poor communities often have under-resourced schools and incompetent educators.In these settings, learners are often taught in a vernacular language, and this leaves them under-prepared and disadvantaged when they move to university, therefore, race and poverty play a pivotal role in disadvantaging Black females in the field of STEM.
In addition, the students reported being continuously undermined during their studies because of their gender and this made the learning of English, and adjusting to the workload much more difficult.Research has shown that students are less likely to improve academically in environments where they are undermined and discouraged (Makalela, 2015).As we found, the ability of these students to adjust was hampered by sexist traditions that persist within STEM fields.Hence, this study has explicitly exposed the intersectional binaries between race, gender and education (Gouws, 2017;Tamale, 2020).This binaries are linked/sustained by/to using the English language as a language of instruction amongst other challenges and the implications thereof to the detriment of Black women.
As highlighted above, the field of STEM is male-dominated and women students are constantly undermined on the basis of their gender.The lack of mentorship is contributing to some of the challenges faced by the women students.Dos Reis and Yu (2018); Jordaan and Maharaj (2018); Kagee et al. (1996); Ndebele (2020); Page et al. (2005) highlights the critical role of mentorship in accelerating the academic success of students from disadvantaged groups.Furthermore, Page et al. (2005) argue universities should make mentorship available to support students who feel out of place.The availability of mentorship programmes should not only aim to assist those "at risk" but also to enhance the level of achievement for gifted students.However, in many contexts STEM courses remain inaccessible by women, and to succeed in such spaces, Black women students have to fight against the invisible yet persistent forces of sexism and racism as described by Gouws (2017) and Tamale (2020).This is a mammoth task for some of the students to maneuver when they enrol at institutions of higher learning.
During Apartheid, Black women were not allowed entry into STEM courses (Adelakun et al., 2015;Moleko, 2018;Toolo, 2018).Similarly, many African feminist scholars argue issues of race, class and gender are intricately linked with legacies of colonialism and Apartheid and a more pervasive system of patriarchy, hence intersectionality is experienced differently by Black women and other marginalized identities (Daniel, 2021;Gouws, 2017;Groenmeyer, 2011;Moolman, 2013;Tamale, 2020).In the post-Apartheid era, progress has been made to allow women of all races to study towards STEM courses, however, Black women still continue to struggle to succeed in these fields (Moleko, 2018;Toolo, 2018).However, engagement with literature highlight the challenges confronted by the students are not unique to the South African context.A study undertaken in an American institution of higher learning shown Black students inclusive of women struggled to complete their STEM qualification on time due to inadequate preparation for difficult classes, poor teaching, and lack of support (Lancaster & Xu, 2017).Similarly, a systematic review of literature highlighted low self-efficacy, gender preferences and masculine culture as some of the contributing factors to the under-representation of women in STEM fields in Australia (Fisher et al., 2020).

Limitations
Firstly, the researchers did not collect information on the participants earlier experiences of mathematics and sciences.If collected, this background information would have helped the researchers to further understand the experiences and challenges of the participants in studying towards a STEM qualification at a university level.Secondly, the participants might have provided socially desirable answers as the interviews were conducted by a young and Black woman who was also a student at the same university.The researcher minimised this potential limitation by highlighting to all participants that there is no right and wrong answer.Thirdly, the study comprises of a sample of eight participants drawn from one academic programme.The authors acknowledges the accounts of the students who participated in the study may not be representative of the experiences of the students enrolled in the Computer Science programme.

Conclusion
The challenges facing Black women students in STEM courses at South African institutions of higher learning cannot be viewed in isolation from the broader societal issues confronting South Africa.Poverty, race and gender continue to intersect with other challenges to negatively shape the experiences of Black women in STEM courses in South Africa.The majority of secondary school learners, particularly those from needy backgrounds receive education under difficult circumstances.As a result, they exit the secondary education system poorly prepared for further studies.It is important for the government to re-evaluate the state of basic education, particularly public schools where many needy learners receive their education, and ensure the learners receive quality education which prepares them for post secondary school education.

Recommendations
• Institutions of higher learning must introduce academic support programmes that deliberately target Black women students in STEM.These programmes will benefit students from underprivileged backgrounds with an interest in pursuing a qualification and career in STEM.
• These institutions must adopt an intersectional South African lens to confront the challenges facing Black women.Support programmes should be sensitive to the unique circumstances of Black women students, particularly those who come from areas where exposure to learning technologies such as computers is scarce.
• There is also a need for progressive policies that promote the employment of Black women academics in positions of authority in STEM fields.This will ensure the availability of women mentors and academics to offer gender sensitive support to students.