Perceived factors that contribute to Black social work students’ failure of courses at university level: A case study of 3rd year social work students at a South African university

Abstract

ABSTRACT In a democratic South Africa, a significant number of Black students have gained entry and access to higher education, which is a remarkable improvement. However, as much as the access rate has improved, the success rate of Black students remains low in different universities because of perceived inequalities amongst racial groups. This has resulted in debates about the urgent need for decolonization of South African universities to address the low throughput rates of Black students. Thus, the aim of this study was to understand the reasons for failing among Black social work students at a university in Johannesburg. The study was qualitative in nature, and it used an exploratory-descriptive case study design. Utilizing a semi-structured interview schedule as a research tool, the study employed one-on-one in-depth interviews as a method of data collection with 15 Black third year social work students who were recruited into the study using purposive sampling. Thematic analysis was used to analyze the data collected. The main findings from the study showed that failure of Black social work students at a university in Johannesburg was exacerbated by the language used as a medium of instruction, inability to use technology, lack of adequate social and institutional support, and socioeconomic factors. Recommendations are made in terms of programmatic interventions.