Is there a Doctor in the House? Husband and Wife Graduate with PhDs

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Making it a family affair, husband and wife, Dr Shalendra Mohanlall and Dr Fadeela Kirsten graduated together with their PhDs. 

Mohanlall achieved his PhD in Gender Education, while Kirsten earned hers in Science Education. Although their studies took them down different research paths, they shared a common motivator: their daughter Ziya, whose drive and vigour represent the optimism of youth. Inspired by her and the future, both aimed to improve opportunities and access for young people.

Both are individually thrilled with their achievements, but recognise that having a spouse pursuing a PhD at the same time offered valuable direction and guidance. ‘It was interesting to reflect on how we were both engaged in academic spaces that, in different ways, push against traditional expectations,’ they said. ‘Sharing the journey of completing our PhDs simultaneously brought a unique sense of support and understanding to what is often a very personal and demanding process.’

‘This achievement is a full circle moment for me,’ said Mohanlall, who is currently the Head of Executive Education at the UKZN Graduate School of Business and Leadership (GSB&L). ‘Completing my final degree here feels fitting and meaningful as this is where it all began years ago.’ 

His thesis, “Understanding the Cricketing Gender Gap from the Perspective of Primary School Girls”, explored the underrepresentation of girls in school-level cricket in South Africa, a sport that remains male-dominated despite no formal restrictions preventing girls from playing. Using a social constructionist lens to centre the voices of these girls, he gained an understanding of the factors influencing the gap and explored their perspectives on fostering greater inclusivity.

‘Listening to these girls as young as 11, I was amazed by their honesty, insight, and courage in sharing their experiences. They had thoughtful reflections on gender, sport, and their place within it and articulated the challenges they faced - ranging from being told that cricket is a “boys’ sport”, to feeling isolated or invisible on the field. Yet, at the same time, many of them expressed a love for the game and a strong desire to see more girls included. It was also interesting to see how they were navigating societal expectations and finding ways to push back,’ said Mohanlall.

He embarked on this novel area of research after his interest was sparked by a very personal experience. ‘Ziya began playing cricket in Grade 1 and was the only girl on her team. As a parent, I was proud of her confidence, but became aware of how rare it was to see girls in that space. I questioned why, despite growing participation by women in traditionally male-dominated sports, cricket still seemed to lack female representation, especially at the grassroots level.’

His research considers the deeper social and cultural factors at play. ‘I found that societal gender norms and stereotypes significantly shape how sports are perceived, leading to the gendering of cricket as a masculine sport. The lack of female cricketing role models and negative social pressure were also key barriers. However, positive influence from supportive male figures, emerged as important. Ultimately, my study emphasised the need for systemic change, including increased visibility of women in cricket and dedicated, supportive spaces for girls to participate.’

He adds that societies need to understand the social and institutional barriers young girls face in accessing traditionally male sports. His findings support advocacy for inclusive sports development, guide schools and governing bodies in fostering equitable opportunities, and promote the empowerment of girls through active participation in sport from an early age.

‘This academic journey has tested me in many ways,’ Mohanlall said. ‘I suffered a heart attack during this time that put my writing on hold.’ However, his strong support network of family and friends lifted him up. ‘My wife and daughter were my motivation. I was inspired by Ziya’s courage and determination and Fadeela’s strength and wisdom. They kept me focused and grounded during these challenging times,’ he said.

Also keeping him on track was his supervisor, Professor Shakila Singh.

‘Her extensive years of research, coupled with her experience in postgraduate supervision, provided me with invaluable guidance. She challenged me to think critically and approach the subject with depth and nuance. Her mentorship not only strengthened the academic rigour of my work but also inspired my own growth as a researcher in this field,’ he said.

He hopes that his findings will contribute to creating more inclusive spaces for girls in sport, so that they can thrive without limitations. Mohanlall wants to continue working in gender and sport, advocating for equity and using research to influence policy, practice, and perceptions. 

‘My research revealed systemic challenges not only in sports leadership but across various sectors, highlighting the urgent need for educational initiatives which can shift societal norms and dismantle stereotypes. These can be addressed by short courses such as “Women in Sports Leadership” and “Diversity and Equity Training”. I believe that the GSB&L at UKZN can assist by developing targeted programmes in these areas to equip current and future leaders with the knowledge and skills needed to drive change,’ he said.

Mohanlall holds a second Dan black belt in karate and teaches at his dojo in Overport/Asherville.

‘To Ziya, I want to say thank you - for being brave, for being yourself, and for showing me just how important it is to create space for girls like you in sport. This study is for you, and because of you.’

Kirsten’s science education research, titled: “Teachers Using Inquiry-Based Science and Information and Communication Technology (ICT) to Teach the Atom in Grade 10”, stems from her 26 years of experience as a Science teacher.

Kirsten said: ‘I have observed numerous Grade 9 learners choose Physical Science as an FET subject, inspired by childhood dreams of becoming doctors or scientists, but very quickly this initial enthusiasm diminishes in Grade 10, where they begin to struggle with the subject, leading to frustration, loss of interest, and, in many cases, dropping the subject altogether.’ 

Kirsten realised that this decline was largely due to a lack of conceptual understanding and fear of failure, often worsened by traditional teaching methods and limited resources in South African schools. ‘This realisation inspired me to pursue this research, with the aim of exploring alternative, more engaging teaching strategies, specifically the integration of ICT tools like the PhET simulator through inquiry-based approaches, to improve learners’ understanding, confidence, and overall experience in Physical Sciences.’

She explained that “PhET” was originally an acronym for Physics Education Technology, although it now includes simulations across various subjects. ‘My study explored how Physical Science teachers in South Africa can integrate ICT into their teaching using an inquiry-based approach, specifically when teaching the topic of The Atom. It looked at how tools like the PhET simulator could enhance learning and foster critical 21st-century skills such as problem-solving and creativity,’ she said.

Kirsten’s findings show that while integrating ICT with inquiry-based science teaching (IBST) holds great potential for enhancing Physical Sciences education, many teachers still lack the understanding and support needed to implement it effectively. ‘This is impacted by both external challenges like a rigid curriculum and limited professional development, and internal factors such as teachers’ belief systems and personal time constraints, which affect their ability to plan and teach using this approach. However, teachers with prior ICT exposure and more personal time showed greater motivation and better lesson planning,’ she said.

Her research highlights the urgent need to equip teachers with the skills and confidence to use ICT in a more inquiry-driven way, developing learners who are better prepared for the demands of a modern, technology-driven world, and contributing to a more innovative and scientifically literate society.

Kirsten advocates for the use of tools like the PhET when teaching the complex topic of The Atom in Physical Sciences, which enhances inquiry-driven learning. ‘My study is grounded in real-world challenges faced by teachers and provides a holistic view of the issues impacting effective implementation. Most importantly, it introduces a new IBST-ICT-IREC pedagogical model to address the gap in science education research suited to South African classrooms.’

‘The impact that inquiry-based learning, supported by ICT tools like the PhET simulator, can have on learner engagement and understanding is massive as learners actively participate in lessons and show genuine curiosity about scientific concepts that they previously struggled with. This reaffirmed the value of my research and its potential to bring about meaningful change in the classroom.’

Her academic support came from her supervisor, Professor Nadaraj Govender, who proved to be an incredible source of knowledge in science education. ‘I extend my heartfelt thanks to Prof Nadaraj, an outstanding research supervisor whose wisdom, patience, and unwavering support have profoundly shaped my academic journey. I am deeply grateful to have learned under his guidance. Your dedication and support are deeply appreciated.’

A sincere thank you to my editor, Dr Aradhna Ramnund Mansingh, whose tireless dedication and late nights were invaluable in meeting tight deadlines.

Professor Govender said: ‘Fadeela’s research was relevant as several studies on this topic point to students’ difficulties in Chemistry. She worked consistently hard throughout her journey and was a meticulous student. She produced some gainful insights and models from her work that could help science teachers to improve their teaching in chemistry. Congratulations to her on completing her PhD and I am proud that she will also graduate with her spouse on this prestigious day in their lives.’

Recognising her family she said, ‘I would like to thank my exceptional husband for his constant support and my wonderfully understanding young daughter. This degree is a testament to your sacrifices, which granted me the time and space needed to complete my work. I am deeply grateful for your unwavering support and encouragement throughout this journey. Your belief in me made this achievement possible, and I dedicate this success to both of you.’

Kirsten is hopeful that her research will serve as a meaningful resource for Science teachers and learners alike. ‘I am eager to continue making a positive impact in the field of science education, while also pursuing opportunities to work in an environment that nurtures and values research innovation.’

UKZN has been the institution of choice for both Kirsten and Mohanlall, whose overall experiences have been overwhelmingly positive. ‘The academic and administrative staff have consistently been excellent, creating an environment that fosters growth and learning,’ they said.

With their studies completed, they are both looking forward to spending quality time together as a family and supporting their daughter on the sports field. ‘We take great pride in supporting our talented daughter in the many sports she plays. We look forward to being there to cheer her on, it’s one of our greatest joys,’ they said.

Words: Jennene Naidu

Photograph: Sethu Dlamini