Browsing by Author "Siyengo, Nokwanda"
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- ItemThe educational and psychosocial experiences of first generation students(Stellenbosch : Stellenbosch University, 2015-12) Siyengo, Nokwanda; Carolissen, Ronelle; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: The experiences of first generation students or non-traditional university students are well researched internationally. However, little specific research on this group of students is conducted in South Africa, especially those who have attended bridging programmes and have successfully completed university degrees. This qualitative case study explores the educational and psychosocial experiences of first generation students who have been successful in higher education. The study drew on a number of theoretical strands. These positions included, Bourdieu’s social and cultural theory, Yosso’s cultural wealth theory, Tinto’s widening participation theory, Ungar’s resilience theory and Bronfenbrenner’s bio-ecological systems theory. Eight participants were selected as research participants based on their status of being first generation students at the specific university where the study was conducted. Data were collected using a focus group, followed by semi structured interviews as well as research journal entries. The themes that emerged were structured around positive and negative experiences of higher education. The findings suggested that negative experiences included how difficult it is for FGS to access higher education institutions as well as the financial challenges they encounter because they come from families that survive on low incomes. The participants highlighted the financial relief that the National Student Financial Scheme brought to them when they determined to pursue higher education. They also commended the universities’ administration system and this stood out as a significantly positive experience Lecture hall experience of diversity, student residence experience, institutional culture as well as the language of teaching and learning arose as significant themes when describing negative experiences in higher education.