Race, education and emancipation: A five-year longitudinal, qualitative study of agency and impasses to success amongst higher education students in a sample of South African universities: year 4
OUTPUT TYPE: Research report- other
PUBLICATION YEAR: 2016
TITLE AUTHOR(S): S.Swartz, A.Mahali, S.Molefi, C.Rule, E.Arogundade, E.Khalema, T.Morison
KEYWORDS: EDUCATION, EQUALITY, HIGHER EDUCATION, RACIAL SEGREGATION, STUDENTS (COLLEGE)
Print: HSRC Library: shelf number 9512
HANDLE: 20.500.11910/10471
URI: http://hdl.handle.net/20.500.11910/10471
PUBLICATION YEAR: 2016
TITLE AUTHOR(S): S.Swartz, A.Mahali, S.Molefi, C.Rule, E.Arogundade, E.Khalema, T.Morison
KEYWORDS: EDUCATION, EQUALITY, HIGHER EDUCATION, RACIAL SEGREGATION, STUDENTS (COLLEGE)
Print: HSRC Library: shelf number 9512
HANDLE: 20.500.11910/10471
URI: http://hdl.handle.net/20.500.11910/10471
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
This annual progress report documents the ongoing engagement with data generated and gathered in the fourth year (2016) of the longitudinal qualitative study entitled 'Race, Education and Emancipation1: A five-year longitudinal, qualitative study of agency and impasses to success amongst higher education students in a sample of South African universities' conducted by the Human Sciences Research Council (HSRC) on behalf of the Centre for Critical Research on Race and Identity (CCRRI) as part of their Education and Emancipation programme of research for the Department of Higher Education and Training (DHET). The initial terms of reference for the Education and Emancipation study identified the socio-economic challenges African and Coloured students, in particular, face in accessing and staying in Higher Education Institutions (HEIs). The Council for Higher Education (CHE) in their 2013 report recognize that 'increasing the access and completion rates of the African and Coloured students depends much on addressing the social and economic factors - the persistent and far-reaching effects of poverty and associated inequalities' (CHE, 2013: 54). Similarly, Letseka, Cosser, Breier and Visser (2010), in their study of student retention and graduate destination across seven HET institutions in South Africa, note that the high dropout rates for African and Coloured students are directly tied to a lack of financial resources.-
Related Research Outputs:
- Mathematics literacy of final year students: South African realities
- Race and opportunity in the transition from school to higher education in South Africa
- Race, education and emancipation: belonging and restitution in South Africa's universities
- Educational research in the African development context: rediscovery, reconstruction and prospects
- Human resources development review 2003: education, employment and skills in South Africa
- Intention, opportunity, choice: the transition from school to higher education
- Inequalities in higher education and the structure of the labour market
- 'Learning' through networks in South Africa
- Tracking racial desegregation in South African schools
- Race and opportunity in the transition from school to higher education in South Africa
- Scholars in the marketplace: the dilemmas of neo-liberal reform at Makerere Universtity 1989-2005
- Student poverty in higher education: the impact of higher education dropout on poverty
- Studying ambitions: pathways from grade 12 and the factors that shape them
- The 'nuts and bolts' of prior learning assessment in the Faculty of Education of the University of Pretoria, South Africa
- Perchance to teach: aye, there's the rub
- Making connections: self-study & social action
- Introduction
- Student retention & graduate destination: higher education & labour market access & success
- Uniformity and disjunction in the school-to-higher-education transition
- Poverty, race and student achievement in seven higher education institutions