Inclusion without Representation: Academics’ Perspectives on the Impact of Ethnic-Tribal Identity on their Professional Development

• In Event: The Higher Education Profession in an Internationalizing Landscape

Proposal

Cameroon’s linguistic, cultural, political, and ethnic diversity shapes access to opportunities, professional development, and inclusion in academia. Despite policies promoting equality and discourses like peaceful coexistence, systemic ethnic and tribal biases persist, affecting recognition and career advancement. This study examined how ethnic-tribal identity influences academics’ professional development in Cameroonian universities. Colonial administrations historically amplified and instrumentalised ethnic divisions through divide-and-rule strategies, privileging some groups over others (Inakefe et al., 2024), and post-independence governance continued these patterns, institutionalising ethnic favouritism in public institutions, including universities (Kah, 2019). These practices affect professional hierarchies, mentorship, promotions, and leadership opportunities. The study conceptualises ethnic identity as a descent-based social identity, defined by inherited/ascribed membership in a group, often outside individual choice (Chandra, 2006). This identity intersects with other social markers, including gender, regional origin, and linguistic affiliation, producing complex layers of disadvantage for marginalised academics (Crenshaw, 1989; Rickmann & Dennis, 2023). Underpinned by Critical Race Theory (CRT) and intersectionality, this study examines how structural divisions in higher education manifest through ethnicity-based exclusion, nepotism, and conditional inclusion. CRT highlights how racism or ethnic favouritism is embedded in institutional practices, with inclusion often serving dominant group interests (Bell, 1980; Delgado & Stefancic, 2017). Intersectionality shows how overlapping identities produce compounded and unique forms of marginalisation beyond single-axis analyses (Crenshaw, 1991; Collins & Bilge, 2020). This qualitative study used interpretive phenomenological analysis (IPA) to explore 11 academics from diverse ethnic backgrounds at a Cameroonian university, selected via purposive and snowball sampling across disciplines, career stages, and linguistic regions (Parker et al., 2019). Data were collected through semi-structured interviews, transcribed verbatim, and thematically analysed inductively (Williamson et al., 2018). Ethical protocols— including informed consent, confidentiality, and member checking—ensured trustworthiness (Nkosi et al., 2023). Findings reveal that ethnic-tribal marginalisation reflects structural exclusion, as institutional policies and practices privilege dominant groups, limiting recognition, advancement, and belonging. Intersectional factors, such as gender and language, compounded exclusion, with Anglophone women reporting heightened marginalisation. Second, patronage networks and nepotism eroded meritocracy, with promotion hinging more on ethnic or political alignment than on competence—illustrating CRT’s notion of interest convergence and conditional inclusion. Third, conditional inclusion and identity suppression exposed the performative nature of diversity, as academics often concealed identities to navigate professional spaces, while informal networks reinforced exclusion. Overall, the study shows how ethnic and tribal identities shape academic life in Cameroon, where symbolic inclusion coexists with structural bias. It calls for reforms that promote transparent, merit-based processes, culturally responsive leadership, and authentic participation for all academics. The study has broader implications for policy and leadership within African higher education. It advocates for dismantling informal patronage systems, adopting transparent human resource procedures, and proactive measures to foster authentic inclusion. The study highlights the importance of exploring how ethnic identity intersects with other dimensions of social stratification, including gender, political affiliation, and regionalism, to influence professional trajectories. Ultimately, advancing peaceful coexistence in Cameroonian HEIs requires formal policy enactment and a cultural transformation that challenges deep-rooted ethnic hierarchies and fosters equitable, merit-based academic environments.

Authors

• Currell Jita, University of the Free State

• Novel Lena Folabit, University of the Free State