Critical Race Theory in Education
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Abstract
Abstract
Ethnic-tribal identity remains a profoundly influential yet underexplored factor shaping the professional development of academics in Cameroonian higher education institutions (HEIs). This study examines how ethnic and tribal identities affect academics' sense of inclusion, access to mentorship, and professional development opportunities within a Cameroonian university. Guided by critical race theory and intersectionality, a qualitative interpretive phenomenological analysis (IPA) was conducted with eleven academics selected through purposive and snowball sampling. Data were collected via semi-structured interviews and thematically analyzed. Findings reveal that ethnic-tribal affiliations significantly influence structural exclusion, promotion processes, and leadership access, often reinforcing patronage networks and eroding meritocratic ideals. Participants reported systemic barriers, symbolic inclusion, and pressures to suppress their identities to gain acceptance. The study highlights how ethnic bias operates through visible policies and invisible cultural practices, reinforcing inequities despite official discourses of inclusivity. It concludes by recommending deeper institutional reforms that transcend symbolic gestures to dismantle structural ethnic-tribal biases and foster genuinely inclusive academic environments.
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@article{Folabit2026Inclusion,
title = {Inclusion Without Representation: Academics’ Perspectives on the Impact of Ethnic-Tribal Identity on Their Professional Development},
author = {Novel Lena Folabit and Loyiso C. Jita},
journal = {Trends in Higher Education},
year = {2026},
doi = {10.3390/higheredu5030074},
url = {https://doi.org/10.3390/higheredu5030074}
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