Differential pathways of South African students through higher education
SOURCE: International Journal of Educational Development
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2017
TITLE AUTHOR(S): M.Cosser
KEYWORDS: HIGHER EDUCATION, STUDENTS (COLLEGE)
DEPARTMENT: Developmental, Capable and Ethical State (DCES)
Print: HSRC Library: shelf number 10132
HANDLE: 20.500.11910/11435
URI: http://hdl.handle.net/20.500.11910/11435
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2017
TITLE AUTHOR(S): M.Cosser
KEYWORDS: HIGHER EDUCATION, STUDENTS (COLLEGE)
DEPARTMENT: Developmental, Capable and Ethical State (DCES)
Print: HSRC Library: shelf number 10132
HANDLE: 20.500.11910/11435
URI: http://hdl.handle.net/20.500.11910/11435
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
This paper reports on a six-year study (2005???2010) tracking a cohort of students from Grade 12 into and through the South African higher education (HE) system. The study sought to ascertain how the pathways of students from different socioeconomic backgrounds differed. Key findings were that socioeconomic status is a differentiating feature in student progression through and retention within HE and in completion of HE programmes. Confirming UK and US findings, the study simultaneously points up the need for further research locating student progression and performance within a broader developmental context that takes account of learning pathways from pre-school into HE.-
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