Details

Autor(en) / Beteiligte

• Thomas, Tsholofelo Angela

Titel

Academic Success at a Historically Black and a Historically White Higher Education Institution: A Systemic and Critical Race Theory Analysis

Ort / Verlag

ProQuest Dissertations & Theses

Erscheinungsjahr

2019

Quelle

ProQuest Dissertations & Theses A&I

Beschreibungen/Notizen

• Previous studies have shown the various factors and types thereof that influence academic success. However, there is a dearth of South African studies on factors affecting academic success cross-racially, across institutions and across institution types. Thus, the current study sought to identify factors affecting academic success among students at a historically Black higher education institution (HBHEI) and a historically White higher education institution (HWHEI), and to examine how race shapes students’ experiences in higher education. The study was qualitative in nature. Five focus group discussions were conducted with participants enrolled for undergraduate degrees at an HBHEI and an HWHEI. One racially mixed focus group discussion and one comprising Black participants only were conducted at the HWHEI. In addition, one focus group discussion comprising White participants only and two comprising Black participants only were conducted at the HBHEI. In total, 31 students participated in the focus group discussions. Thematic analysis was used to analyse the data. The systemic theory and critical race theory were used to interpret the study findings. The following were identified as affecting academic success: psychological factors, personal circumstances, students’ lack of information regarding their chosen careers and institutional resources at their disposal, academic workload, institutional factors, daily commuting distance, socio-economic conditions, language/medium of instruction, student protests, and race, prejudice and discrimination. Moreover, distinct experiences on the basis of students’ race and the historical racial identities of their respective institutions were identified. Other than its expert academic staff base, the HBHEI was relatively poorly resourced. Black and White, Afrikaans-speaking HBHEI students shared frustrations regarding non-proficiency in the English medium of instruction, and the former reported covert and overt racism, including by academic and managerial staff, and through administrative processes. HWHEI participants generally condemned the Black-on-White racial intolerance expressed during the #AfrikaansMustFallprotests, also expressing varying views regarding the proposed scrapping of Afrikaans as a medium of instruction at the institution. Black students at this institution experienced covert racism by lecturers, tutors and library staff, and in interpersonal contexts in certain spaces on the university campus. These findings highlight the need for better, targeted efforts towards transformation of higher education in South Africa and the development of measures to facilitate academic success and student retention.