Abstract
Universities in South Africa seem to be struggling to create inclusive conditions for black students to succeed in their studies. The persistence of inequality in universities could be partly blamed on the use of the term ‘historically disadvantaged’, which is not defined in policy documents, and this has resulted in universities being unclear on what exactly to address in their transformation. Using the capability approach in this study, it is argued that policy should address the structural, institutional and environmental factors that contribute to student disadvantage, which prevent the development of opportunities and agency among students. Seven semi-structured interviews were conducted to collect qualitative data from key stakeholders who dealt with student affairs (university staff and student representative council [SRC] members) at one South African university with the aim of developing an understanding of student disadvantage from their perspective. The findings revealed that student disadvantage manifests through structural and institutional factors, namely a culture of racism, alienating university campuses, student poverty, university teaching, and gender inequality. The study recommends that universities consider addressing these factors in their transformation.
Highlights
1.1 Background to the StudyAgainst the background of South Africa’s history of colonialism and apartheid, universities in the country are still grappling with providing inclusive environments for all students to succeed amidst the increasing enrolment of black students in higher education
The findings showed that the conversion factors that constrain students from participating effectively and successfully in completing their studies are the university’s teaching practices, racism, gender inequality, infrastructure that restricted movement of students with disabilities, and exclusion of minority religious groups
What this study reveals as elements of student disadvantage, are the diminished affiliation capability through lack of recognition of the LGBTI community, the limited religious capability enjoyed by minority religion groups, and lack of the mobility capability amongst students with disabilities
Summary
1.1 Background to the StudyAgainst the background of South Africa’s history of colonialism and apartheid, universities in the country are still grappling with providing inclusive environments for all students to succeed amidst the increasing enrolment of black students in higher education. Cohort studies show that, for both contact and distance learning, 24.3% of African students (previously called black students) graduated in three-year degree programmes compared to 41.9% of white students in 2015 (Department of Higher Education and Training 2019, 62-73). These figures show that white students have close to double the chance of graduating than African students.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
