Dr. Sophie Marques shares her inspiring academic journey, rising from a family of illiterate parents to earning a PhD and later a post-PhD at UCT, eventually becoming a Senior Lecturer at the University of Stellenbosch. She reflects on the challenges of being the only woman in the mathematics department and how she navigated them. Dr. Marques also discusses her experiences in supervising students, addressing their challenges, and guiding them towards success.
A Journey of Perseverance and Growth
Born to Portuguese parents who had recently achieved literacy before circumstances compelled them to leave school to support their families, I grew up in modest circumstances. In their early twenties, my parents immigrated to France with limited resources and no knowledge of the language, seeking a better life away from the oppressive regime in their home country.
My educational journey began in small institutions near my hometown in the French countryside, where I pursued my high school studies and an undergraduate degree with the help of merit scholarships. As a woman in mathematics and without the opportunity to attend prestigious preparatory schools, I felt the weight of these factors, coupled with my limited understanding of higher education and academic norms.
The idea of pursuing a Ph.D. was met with apprehension from my parents, who understandably had concerns about the uncertainties that accompanied such a path, despite their deep appreciation for the value of education. However, fueled by my passion for knowledge and driven by determination, I embarked on a Ph.D. journey that later led me to a visiting assistant position at NYU upon graduation. From there, I transitioned into a contract lecturer role, which swiftly evolved into a postdoctoral position at UCT. Eventually, I was honored with the appointment of Senior Lecturer at Stellenbosch University, my current position, marking a significant milestone in my academic career.
Addressing Isolation, Belonging, and Cultural Dissonance in Academia
In this column, I share personal insights as a woman in mathematics, navigating education, socio-economic challenges, and international encounters across three continents. As a first-generation student with a diverse cultural background, my experiences are rooted in my own journey and do not represent an entire continent, country, or locality. Nevertheless, exposure to multiple cultures has enriched my perspective as someone with a mixed cultural identity.
To effectively support the well-being of PhD students, it’s crucial to acknowledge factors contributing to discomfort and potential health-related issues in academia. Maintaining professional boundaries while leveraging our expertise is key to providing support. Reflecting on personal experiences can also play a pivotal role in this process.
Isolation emerges as a primary source of distress, encompassing feelings of loneliness, a lack of belonging, acceptance challenges, and the impact of cultural or identity dissonance. Understanding these challenges helps us develop strategies to promote inclusivity, create supportive environments, and enhance the well-being of PhD students in academia.
Navigating Isolation and Fostering Well-being.
Growing up, I often found myself navigating unfamiliar territory, facing initial rejection due to differences in attire and background. However, these early experiences taught me resilience and the importance of adapting while staying true to myself. By the time I reached Bordeaux for my master’s program, I had learned to overcome setbacks and regain academic success through perseverance and hard work.
As a woman in mathematics from a non-traditional academic background, I encountered stereotypes and skepticism about my academic ambitions. Despite these challenges, I pursued my passion for knowledge and research, embarking on a PhD journey split between Padova and Bordeaux. This period was marked by supportive PhD groups, fostering camaraderie through shared experiences and social events that enriched both my professional and personal life.
Throughout my academic trajectory, I’ve been driven by a deep-seated passion for mathematics and a commitment to sharing knowledge. While navigating the competitive academic landscape and the pressure to publish, I discovered the importance of aligning my research with personal values and cultural identity. This realization empowered me to forge a researcher identity that integrates my heritage and principles, contributing to a more meaningful academic journey.
Moving to New York for a postdoctoral position presented new challenges, including adapting to a different academic culture and forging new connections. I found solace in my dedication to teaching and mentorship, which remained steadfast pillars of my academic pursuits. This phase reinforced my belief in the transformative power of inclusive academic environments that celebrate diversity and nurture community.
In retrospect, my journey through academia has been one of growth, resilience, and self-discovery. Each challenge has been an opportunity to learn, adapt, and contribute to a more inclusive academic community. By sharing my experiences, I hope to inspire others and advocate for environments where every researcher can thrive, regardless of background or circumstance
Nurturing Well-being and Authenticity in Student Supervision
During my time in New York, I had the privilege of mentoring my first master’s student. This experience illuminated the broader scope of supervision beyond academic guidance. It entailed fostering my student’s overall well-being, promoting mental health practices, and providing personal support while maintaining our professional roles. Despite encountering challenges, my student displayed resilience and successfully completed their thesis, graduating on schedule. Witnessing his growth and the quality of his thesis filled me with immense pride. Beyond the academic achievements, I emphasized the importance of recognizing the skills acquired and their applicability in future endeavors, alongside instilling human values within our supervisory interactions.
Upon my arrival in South Africa, I was fortunate to find a supportive mentor who recognized the unique aspects of my research and became my postdoctoral supervisor. However, I noticed that the competitive academic environment in South Africa, with its emphasis on ratings, awards, and publication metrics, could contribute to a sense of isolation among postgraduate students. In navigating this environment, I momentarily lost sight of my own researcher identity. It was through this journey that I rediscovered the significance of authenticity and staying true to my values.
Shortly after arriving in South Africa, I had the privilege of supervising my first master’s student. His journey was marked by personal challenges, yet he demonstrated unwavering determination. Our supervisory relationship transcended academic guidance to include understanding and addressing his unique context—cultural, financial, and familial pressures. Guiding him through this landscape while respecting his identity was crucial in unlocking his potential.
Supervision is a transformative journey that brings together individuals from diverse backgrounds and contexts. It requires recognizing and respecting each researcher’s unique identity and understanding, fostering an environment of patience, understanding, and mentorship. By creating such an environment, we empower students to explore their own paths and provide guidance as they navigate the complexities of their research journey.
Each student I mentor enriches my journey profoundly. They are a source of inspiration and a reminder of the importance of upholding values of integrity, honesty, and personal growth in academic mentorship. By embodying these qualities, I strive to foster a positive research environment and serve as a role model for my students in their academic and personal development pursuits.
I am deeply grateful for the privilege of guiding and learning from each student who enters my life. Our collaboration is a joint endeavor aimed at achieving academic excellence while preserving the authenticity and well-being of every individual involved.
Conclusion
The conclusion of the piece highlights the importance of understanding the limitations of the supervising experience and finding a balance between involvement and boundaries. It emphasizes the need to appreciate the human and intercultural aspects of supervision, rather than expecting students to conform to preestablished norms. Inclusive research, where diverse identities and perspectives are valued, can lead to more impactful outcomes. The quest to find our research identity is a lifelong journey that may be challenged and questioned, but it is essential to reflect on it and grow it within our core values.
Prof. Sophie Marques
Department of Mathematical Sciences, Stellenbosch University, South Africa
The editor’s comment
Dear Reader, I invite you to learn and to be inspired by the academic journey of this remarkable journey, Dr Sophie Marques.
