The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Access and success in higher education: fostering resilience in historically disadvantaged students in South Africa
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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“As a result, instruction often emphasises rote note-taking and information transmission, positioning learners as passive recipients rather than active constructors of knowledge [9].”
From Are Pre-Service Teachers Receiving Quality Mentoring in Rural Schools? A Synopsis from Research in South Africa (2026) · cites this paper as [9]
Citations
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Cited by
Tsoka, M., Runhare, T., Machisi, E., & Magosha, T. A. (2026) · Trends in Higher Education · doi:10.3390/higheredu5020037
Metadata
- Authors
- Woldegiorgis, E. T., & Chiramba, O.
- Affiliations
- University of Johannesburg (ZA)
- Corresponding author
- Woldegiorgis, Emnet Tadesse
- Venue
- Journal of Applied Research in Higher Education
- Publisher
- Emerald
- Published
- 2024-03-26
- Volume
- 17
- Issue
- 2
- Pages
- 759-771
- ISSN
- 1758-1184 (ISSN-L)
- 2050-7003
- OpenAlex
- W4393144663
- Cited by
- 48
- References
- 2
- Citations by year
- 2026: 20 · 2025: 23 · 2024: 5
- FWCI
- 60.30
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Applied Research in Higher Education (publishedVersion)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Education › Education and experiences of immigrants and refugees
- Social Sciences › Education › Higher Education Practises and Engagement
- Keywords
- epistemic access, historically disadvantaged students, Black students, student success, resilience, higher education access, transition to college, university admission, financial barriers, language proficiency, at-risk students, university-school partnership, inclusive curriculum, social justice in higher education, South Africa
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