Access and success in higher education: fostering resilience in historically disadvantaged students in South Africa

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Applied Research in Higher Education Pub Date : 2024-03-26 DOI:10.1108/jarhe-05-2023-0217
Emnet Tadesse Woldegiorgis, Otilia Chiramba
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Abstract

Purpose

This qualitative study interrogates the barriers that historically disadvantaged higher education students in South Africa face when it comes to access and success. It specifically explores the challenges black students encounter in gaining epistemic access within the South African higher education system.

Design/methodology/approach

This research draws upon empirical data collected from a mixed-methods research project conducted at six higher education institutions. It focuses on issues of epistemic access and success within humanities and sciences faculties. The dataset comprises interview transcripts involving 34 student and ten staff cases. Thematic analysis, aided by MaxQDA software, was meticulously conducted to extract and synthesise meaningful themes, crafting comprehensive narratives.

Findings

The study uncovers multifaceted challenges, including difficulties in understanding the admission process, financial barriers and language proficiency issues, faced by disadvantaged students when accessing universities and transitioning from basic to higher education. The research emphasises universities taking proactive measures, such as providing comprehensive early support, identifying at-risk students and collaborating with schools to prepare prospective students better. It advocates for the potential of resilience theory in addressing social justice issues related to access and success for these students. Furthermore, the study recommends developing inclusive curricula and underscores the need for universities to actively support disadvantaged students academically and socially.

Originality/value

This research departs from the conventional focus on physical access to universities, introducing a more comprehensive perspective that emphasises epistemic access as a pivotal aspect of higher education. Drawing on empirical data, it sheds light on the obstacles faced by disadvantaged students during the transition from high school to higher education while also exploring their resilience strategies.

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高等教育的入学与成功:培养南非历史上处于不利地位的学生的适应能力
目的 本定性研究探讨了南非历史上处于不利地位的高等教育学生在入学和成功方面所面临的障碍。本研究利用在六所高等教育机构开展的混合方法研究项目中收集的经验数据。研究重点是人文和科学院系中的知识获取和成功问题。数据集包括涉及 34 个学生和 10 个教职员工案例的访谈记录。研究结果该研究揭示了弱势学生在进入大学和从基础教育向高等教育过渡时所面临的多方面挑战,包括难以理解入学程序、经济障碍和语言能力问题。研究强调大学应采取积极主动的措施,如提供全面的早期支持、识别高危学生并与学校合作,为未来的学生做好更充分的准备。研究还提倡利用复原力理论来解决与这些学生的入学和成功相关的社会公正问题。此外,研究还建议开发包容性课程,并强调大学有必要在学术和社会方面积极支持弱势学生。研究利用实证数据,揭示了弱势学生在从高中过渡到高等教育过程中所面临的障碍,同时也探讨了他们的适应策略。
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来源期刊
Journal of Applied Research in Higher Education
Journal of Applied Research in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.50
自引率
11.80%
发文量
63
期刊介绍: Higher education around the world has become a major topic of discussion, debate, and controversy, as a range of political, economic, social, and technological pressures result in a myriad of changes at all levels. But the quality and quantity of critical dialogue and research and their relationship with practice remains limited. This internationally peer-reviewed journal addresses this shortfall by focusing on the scholarship and practice of teaching and learning and higher education and covers: - Higher education teaching, learning, curriculum, assessment, policy, management, leadership, and related areas - Digitization, internationalization, and democratization of higher education, and related areas such as lifelong and lifewide learning - Innovation, change, and reflections on current practices
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