Leveraging the strengths that first-generation students have to succeed in South African higher education

Oliver Tafadzwa Gore^*Rassie Louw

• North-West University, Potchefstroom, South Africa

Although broadening access has led to increased student enrolment in South African higher education since 1994, student success remains a challenge. Factors, including historical socioeconomic inequalities, student funding, irrelevant curricular and unfriendly institutional cultures, have contributed to the problem. While diversities became multiple, varied and complex with increased enrolments, the pervasive use of a deficit approach, which views such students as lacking, significantly influences low achievements. This study aimed to establish the strengths first-generation students have which help them to succeed within a context of systemic challenges. It is informed by Yosso's (2005) cultural capital theory and argues that first-generation students have the resources and strengths that universities should leverage in interventions aimed at improving student success. The paper describes the qualitative methodology used. This study employed five focus group discussions (FGDs) and 15 interviews to obtain data from final-year students at a university in South Africa. A stratified purposive sampling technique was used to select 73 students from the eight university faculties and eight modules selected based on performance. Data were coded and thematically analysed using NVivo 14, a qualitative software. Coded text were combined together to form subthemes and the subsequent themes. Key findings demonstrate that these first-generation students were self-driven and hardworking, disciplined and resourceful during their studies. The study recommends that these strengths and resources be considered when designing student support to increase the chances of student success.