Enhancing self-confidence as female academics through sharing experiences

Background: In higher education (HE), female academics frequently experience self-doubt, imposter syndrome and marginalisation, which can negatively impact their self-confidence. These challenges are intensified by systemic gender biases and exclusionary institutional cultures. Objectives: This study explores how two female academics situated within the South African HE context reclaimed their self-confidence through participation in an informal community of practice (CoP). It examines how relational and reflective support can contribute to academic identity formation and professional growth. Methods: Using collaborative autoethnography (CAE), the authors reflected on their lived experiences of navigating academic spaces. As both participants and co-researchers, they drew on personal narratives to explore the intersections of career confidence, institutional culture and gendered experiences. Framed by Moon’s Theory of Academic Assertiveness, Feminist Voice Theory and Feminist Praxis, the authors employed thematic analysis to identify and interpret key patterns within their reflections. Results: The study revealed five interrelated themes: (1) gendered barriers and structural inequity, (2) emotional toll and loss of confidence, (3) disrupted career trajectories, (4) the transformative potential of shared vulnerability and (5) the empowering role of a CoP. Informal peer support was found to be a powerful mechanism for enhancing confidence and fostering resilience. Conclusion: Self-confidence in academia is not a given but is shaped by institutional contexts and interpersonal support. While structural reforms are essential, grassroot communities of practice offer meaningful, affirming spaces for career development and self-empowerment. Contribution: This study highlights how informal, reflective partnerships can serve as tools for building self-confidence among female academics, offering valuable insights for career development, mentorship and institutional transformation.