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05 August 2021 | Story André Damons | Photo Charl Devenish
Itumeleng Mabusa, analyst in the South African Doping Control Laboratory (SADoCoL) hosted by the University of the Free State (UFS), says women in South Africa and the world at large are still facing the most discrimination in the workplace.

It is time that women realise their brilliant leadership qualities. Women are more sensitive and intuitive and bring a different dimension of leadership to the workplace.

For Itumeleng Mabusa, analyst at the South African Doping Control Laboratory (SADoCoL) hosted by the University of the Free State (UFS), this is one of the ways to address the challenges that women still face. Mabusa believes the opportunities for women are not as prominent as it should be and believe that gender discrimination in the workplace still exists and should be addressed.

Mabusa, who has been a member of SADoCoL since April 2015, analyses urine samples from athletes to test for prohibited drugs in sports. Her day-to-day work involves sample extractions, running the extracts on analytical instruments such as the high-performance liquid chromatography (HPLC) or gas chromatography (GC) machines, and analysing the data to see if there are any performance-enhancing drugs that are prohibited by the World Anti-Doping Agency (WADA).

Women still face the most discrimination in the workplace

According to her, women in South Africa and the world at large are still facing the most discrimination in the workplace. Women still have to fight to get their views across, and they are still not taken seriously because of patriarchal stereotypes. 

“In some corporate settings, women are still remunerated as well as men, regardless of both being in the same position and equally talented. It is hard enough to be equally recognised as a professional in your own field of expertise as a woman, which is exacerbated if you are a woman of colour. The other most pressing issue is the high prevalence of gender-based violence, with women holding the record for high incidents of violence against them,” says Mabusa.

Addressing the challenges

These challenges, says Mabusa, can be addressed by allowing women to do any job that a man can do. Women in leadership are often disregarded and their judgments are always questioned, she says. 

“There has to be more outreach programmes to teach young girls at a very young age that they can be leaders in absolutely any career they desire, from science, engineering, and aviation – to name but a few. Most importantly, leaders should groom the women in their organisations to one day take over the higher positions, and not always leave them for men.” 

“My opinion regarding issues of gender-based violence is that it must be addressed from an early age, in addition to teaching and preparing the girl-child to fend off danger. I think the boy child should also be empowered and taught to be self-sufficient, and not be egotistical, but respectful towards women of any age. Boys and girls should be groomed to be able to co-exist cohesively in a society where they both have equal chances of achieving greatness.”  
What is the most interesting thing to you in the field of anti-doping science?

As a WADA-certified scientist, Mabusa says the best and the worst part of her field is when she has to take part in external quality assessment scheme (EQAS). All the WADA-accredited laboratories in the world must take part in the analyses of the same samples three times a year at the same time. 

“These are both nerve-wracking and exciting all at the same time; it always reminds me of the feeling I used to get when I had to write final exams. I like comparing my statistical results with the rest of the world, for example finding out what quantitative concentration values and Z-scores the rest of the world obtained for their analysis compared to mine.” 

“It is also very interesting to find the scientific evidence and analysis you completed, led to the prosecution of an athlete due to an anti-doping rule violation. I also love doing scientific research and being able to share it with the rest of the world. Working with different analytical equipment and different software – from GC-MS and LC-MS to LC-UV – is exciting,” says Mabusa.  

Community value impacts life as a scientist and woman

Mabusa says as a woman, especially a black woman being given the chance to use her scientific skills as a WADA-certified scientist, it is an honour, as it gives everyone competing in sports in Africa a fair chance to compete. By testing these athletes, she explains, she is making sure that everyone plays fairly without their performances being influenced by any prohibited drugs. 

“Among the prohibited drugs are also drugs of abuse, including for example, cocaine and MDMA (ecstasy). By testing athletes for these drugs, I am helping the athletic community to try to stay off illegal recreational drugs.” 

Playing her part in the Olympics and coping with challenges

With the Olympic Games taking place between July and August, Mabusa says it is a great feeling to know that she is part of a team of scientists who are producing test reports that will ultimately determine whether tested athletes will be eligible or banned from representing their African countries at the Games.

According to her, they have a high volume of samples to analyse on a daily basis, because of all the sports competitions in South Africa and the continent in preparation for the Tokyo Olympics. 

Mabusa says the challenges associated with this work include the extremely strict rules of analysis, called the International Standard of Laboratories (ISL), set for all accredited laboratories to follow. The strict timelines that they all have to stick to in order to report the results to clients on time – no matter how many samples there are – is also a challenge. 

“This means analysing a large amount of data as accurately as possible in the shortest time I can. A skill I had to harness and embrace and learned to perfect over time, is the ability to pay very close attention to detail; this comes in handy when dealing with analytical work.” 

“There is also countless paperwork to fill in in order to follow a chain of custody for a sample. Each and every step gets recorded, from sample reception all the way to reporting; paying attention to detail comes in quite handy through all this,” says Mabusa.  

News Archive

‘Is the South African university curriculum ‘colonial'?’ asks Prof Jansen
2017-11-24

Description: Jansen readmore Tags: Prof Jonathan Jansen, colonial, university curriculum, western knowledge

From left; Prof Corli Witthuhn, Vice-Rector: Research; former Rector and Vice-
Chancellor of the UFS, Prof Jonathan Jansen; Prof Michael Levitt, and
Prof Francis Petersen at the celebration lecture at the UFS.
Photo: Johan Roux

One of the critical issues that emerged from the South African student protests during 2015 and 2016 was a demand for the decolonisation of university curriculums. 

A senior professor at the Stellenbosch University, Prof Jonathan Jansen, said the number of people, including academics, who joined the cause without adequately interrogating the language of this protest, was astonishing. “The role of social scientists is to investigate new ideas … when something is presented to the world as truth.” Prof Jansen was speaking during a celebration lecture at the University of the Free State in Bloemfontein on 15 November 2017. 

Large amount of knowledge not African

He said the accusation is correct to a limited degree. “The objection, in essence, is against the centring of Western, and especially European knowledge, in institutional curricula.” There is no doubt that most of what constitutes curriculum knowledge in South African universities, and in universities around the world, derive from the West. “The major theories and theorists, the methodologists and methods are disproportionally situated outside of the developing world,” Prof Jansen said. 

The dilemma is, how will South Africa and the continent change the locus of knowledge production, considering the deteriorating state of public universities? “In the absence of vibrant, original, and creative knowledge production systems in Africa and South Africa, where will this African-centred or African-led curriculum theory come from,” Jansen asked. He says the re-centring of a curriculum needs scholars with significant post-doctoral experiences that are rooted in the study of education and endowed with the critical independence of thought. “South Africa's universities are not places where scholars can think. South African universities’ current primary occupation is security and police dogs,” Prof Jansen said. 

Collaboration between African and Western scholars
“Despite the challenges, not everything was stuck in the past,” Prof Jansen said. South African scholars now lead major research programmes in the country intellectually. The common thread between these projects is that the content is African in the subjects of study, and the work reflects collaboration with academics in the rest of the world. These research projects attract postgraduate students from the West, and the research increasingly affects curriculum transformations across university departments. There is also an ongoing shift in the locus of authority for knowledge production within leading universities in South Africa. Prof Jansen feels a significant problem that is being ignored in the curriculum debate, is the concern about the knowledge of the future. How does South Africa prepare its young for the opportunities provided by the groundswell of technological innovation? “In other parts of the world, school children are learning coding, artificial intelligence, and automation on a large scale. They are introduced to neuroscience and applied mathematics,” he said.

Prof Jansen said, in contrast, in South Africa the debate focuses on the merits of mathematics literacy, and what to do with dead people’s statues.

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