Breaking through the ivory ceiling: stories of early-career women academics navigating higher education's demands

Purpose Early-career women academics (ECWAs) in South Africa face distinct challenges in higher education, particularly across four key performance areas: teaching, research, community engagement and academic citizenship. While institutional transformation initiatives have increased women's representation in higher education institutions (HEIs), the unique experiences of ECWAs remain underexplored. This study aims to examine the societal and structural inequities that hinder ECWAs' ability to navigate academic demands effectively. Design/methodology/approach This study is grounded in role conflict theory, which explores the stress and tension arising from competing role expectations. A qualitative research design is adopted, employing a duo-ethnographic approach, a collaborative and dialogic methodology that enables researchers to engage in reflective narratives and co-construct meaning through personal experiences and interactions. Findings The study highlights how ECWAs experience role conflict due to the intersection of academic responsibilities, societal expectations and institutional pressures. These competing roles contribute to professional stress, hinder career progression and, in many cases, lead to burnout. The findings emphasise the need for supportive institutional structures to alleviate these pressures. Originality/value This research contributes to the limited scholarship on ECWAs by providing an in-depth exploration of the gendered dimensions of early-career academic experiences in South Africa. By employing a duo-ethnographic approach, this study offers a unique, reflective insight into the lived realities of ECWAs. The paper advocates for the voices of the ECWA and institutional reforms that promote equity, inclusivity and holistic support to ensure their well-being and career sustainability in academia.