The Impact of Financial Challenges on the Attrition of Black African Students in South African Universities

This article examines the factors that influence the decisions of university students such as complexities of the application process, geographical location and financial constraints. It also explores the reasons behind student dropout which include inadequate secondary education, burnout, lack of social support, experiences of racism, poor academic performance and university culture. The literature review identifies a gap in research on Black African university students, particularly their integration into the university system. Poverty, alienation, financial difficulties, a lack of readiness, racial background, racist experiences, university culture, language problems, and a curriculum that reflects colonial legacies are some of the causes that lead to student dropout. By applying Tinto’s theoretical framework, the article provides insights into the challenges students face in South African universities. Tinto’s theory of student departure posits an intricate interaction between academic and social elements which influence student retention and persistence in higher education. Success for students depend on social integration, which includes developing deep connections with classmates, lecturers, and academic staff. Participating in coursework, creating productive study habits, and utilizing academic support networks are all components of academic integration. Research conducted in South Africa has brought attention to the difficulties Black African students encounter in academic settings, including bias, discrimination, and unfavorable experiences. According to our research, the subpar higher ecosystem has a disproportionately negative impact on young people and students from working-class homes, failing to appropriately prepare them for higher education spaces. Furthermore, the education system in South Africa is perceived as unfamiliar and alienating for Black African students entering historically White universities, thereby perpetuating social inequalities.

Existing literature, primarily from high-income countries, highlights the first year of higher education as a challenging period for students. Academic demands, family expectations, social pressures, and relational difficulties are commonly associated with increased psychological distress during this time. In South Africa, research is mostly quantitative, lacking qualitative insights into the nuanced drivers of distress among first-year students, particularly young, female, and Black-African students. We aimed to explore drivers of psychological distress among Black-African first-year female students in South African universities and examine how they collectively influenced their mental health challenges. Fifty-four Black-African, female students aged 18–30years enrolled at three South African university campuses participated in three focus group discussions led by female researchers. The FGDs explored first-year students’ drivers and experiences of psychological distress while navigating the transition to university and their considerations around utilizing support services. We found that individual, peer, family, relationship, and institutional factors collectively contributed to psychological distress among students. Academic challenges including increased workloads and unfamiliar study methods, combined with struggle to secure residences, and social pressures to conform to peer lifestyles, exacerbated their distress. Financial distress, often intensified by delayed funding and family obligations like “black tax”, forced difficult choices and prioritisations. Additionally, controlling and emotionally abusive relationships, alongside partner infidelity, further undermined the students’ well-being. These interconnected stressors negatively impacted psychological distress which was aggravated by limited access to support services during the critical university transition. Findings suggest that first-year Black-African female students, especially those from low-income households, often experience psychological distress from intersecting academic, social, financial, and relational challenges. To improve wellbeing and academic success, universities must prioritise removing barriers to comprehensive support for first year students. Key actions include ensuring timely financial aid, expanding access to mental health services, academic orientation programmes, and implement initiatives that promote mental health, women’s empowerment and healthy relationships.

Racial identity issues have gained significant attention globally, posing ongoing challenges for individuals across different racial backgrounds in different settings, and higher education has not been an exception. Although prior research has addressed race and identity, there is a need to expand the existing literature by examining the specific dimensions of race and identity that impact students in South African higher education. This study aims to address this gap by exploring the experiences of Black African students in a South African university and their encounters with Whiteness, a key aspect of their racial identity. By focusing on the unique context of South African higher education, this research seeks to contribute to a deeper understanding of the complexities surrounding race and identity within this specific setting. The study examined the experiences of Black African students with Whiteness and its impact on their Black African racial identity within a South African university. The research aimed to explore their encounters with Whiteness, their experiences of African racial identity, and their coping mechanisms and recommendations related to issues of Whiteness and Black African racial identity challenges. Using a qualitative design and interpretive research paradigm, 15 social work students were interviewed. Interviewees included undergraduate, postgraduate Masters, and Ph.D students. To analyze the interviews thematic data analysis was employed. The findings highlighted that Black African students’ experiences with Whiteness encompass multiple dimensions and pose challenges to their adaptation, mentally, economically, socially, emotionally, and academically, within the university context. These experiences often lead to the normalization of Eurocentric standards and the suppression of their Black African racial identity. The study also underscored the interconnection between Whiteness and other social categories, such as race, class, and gender. Hence the study recognizes a need for additional research to explore the impact of the intersectional interplay between the experiences of racial issues and other social categories on Black African students within the university environment.

The study examined the factor structure and cross-cultural validity of the Rosenberg Self-esteem Scale (RSES) in a sample of South African students (N = 862; black African = 67%, female = 71.5%). Alternative a priori CFA models (unidimensional, bi-dimensional and unidimensional models comprising either latent method factor or correlated residuals) were evaluated. Results indicated that the RSES in black and white South African university students is represented by a unidimensional model with correlated residuals of negatively and positively phrased items. Findings also suggested method effects on black African students to be significantly associated with negatively worded items compared to white students. Method bias effects appear to show for some RSES items and this may have important implications for the cross-cultural utility of the RSES in South Africa.

Problem Not much attention has been devoted to the academic experiences of Black African college students, the latter being typically categorized with those of African Americans (Kim, 2014). While research has effectively documented the social challenges that African American college students experience at (Predominantly White Institutions (PWI). much less research has been conducted on the social experiences of subcategories within the Black population, specifically, Black Africans. Though researchers have speculated on the potential differences between the social integration experiences of Black Africans and African American college students as these relate to religious orientation and racial identity attitude, no empirical studies exist on the proposed connection. Method The sample for this study consisted of 174 African American and 170 Black African college students attending PWIs within the U.S. Participants completed the BRIAS, I/E-R and IIS to provide input on one’s racial identity attitude, religious orientation, and peer-group interactions. Structural equation modeling was used to evaluate the joint and independent impact of racial identity attitude and religious orientation on the social integration experiences of Black African and African American college students attending PWIs . Results The initial research design was a poor fit for the data, so it was revised on the basis of theory and modification indices. The research design for the collective sample, the Black African sample, and the African American sample respectively resulted in similar fit indices and path relationships. All three models illustrated a weak direct effect between religious orientation and social integration. Also, all three designs illustrated a moderate direct relationship between racial identity attitude and social integration. Conclusion It can be contended that within the college milieu the status of one’s racial identity attitude has the potential to influence interpersonal relationships with peers in the boarder social context (Sanchez & Gilbert, 2016). The results also illustrate similarities in racial scores between groups. Lastly, it should be noted that in spite of the comparable racial identity scores, in this study Black African college students have distinctive cultural contexts and identities that have been retained and resulted in much less assimilation to mainstream social norms of the US society (Portes & Fernandez-Kelly, 2008). These distinctive identities should not be discounted since they may have a significant impact on individual and social functioning within the academic setting.

Abstract: Epidemiological data show cross-national variations in the prevalence rates of depression. Whether these variations in prevalence reflect actual differences in symptomatology or differential importance of depression symptoms across nations is unknown. Unlike more commonly applied methods, the network approach offers a viable framework for examining symptomatology across populations. We used regularized partial correlation network models to compare the structure and connectivity of depression symptoms between the United States (US; N = 1,169; M age = 22.20 years, SD = 5.02; 66% = female) and South African (RSA; N = 917; M age = 21.23 years, SD = 3.02; 64% = female) university students. The Network Comparison Test (NCT) revealed statistically significant differences in the depressive symptom network structure between US and RSA students. Our findings demonstrate how network analysis may inform the understanding and treatment of psychological disturbance across populations and cultural groups. These findings provide insight for researchers and interventionists to create individualized and culturally-adapted diagnostic assessments and evidence-based interventions to accurately treat depression for culturally-diverse populations.

Non-completion amongst black working-class students in South African universities: the dangers of a single story

Student well-being has gradually become a topic of interest in higher education, and the accurate, valid, and reliable measure of well-being constructs is crucial in the South African context. This study examined item bias and configural, metric and scalar invariance of the Satisfaction With Life Scale (SWLS) for South African first-year university students. A cross-sectional design was used. A sample of 780 first-year South African university students was included. Confirmatory factor analysis, differential item functioning (DIF) measurement invariance, and internal consistency were tested. A one-factor structure was confirmed. Item 1 of the SWLS was particularly problematic concerning bias (uniform and non-uniform bias). Measurement invariance was established; however, Item 1 was again problematic, resulting in only partial metric and scalar invariance. The scale was reliable (α ≥ 0.70). This study contributes to the limited research on the specific psychometric properties of the SWLS in a diverse Higher Education setting. The results could assist with valid and reliable measurement when developing interventions to enhance student well-being.

This study investigated the differences among early-, late-and non-participants in sexual intercourse. 1817 first-year black South African university students completed a structured questionnaire, which tapped their knowledge, attitudes, beliefs and practices about sexuality. The results revealed significant differences among the three groups with regard to their sources of sexual knowledge, approval of pre-marital sex, first intercourse partner relationship, number of sexual partners, contraceptive use, satisfaction with first sexual intercourse and parental communication about contraception.

In this study the personal perceptions and national aspirations of 236 black and white students enrolled at three university campuses in South Africa in 1992 were examined. The Cantril Self-Anchoring Striving Scale was used to determine the best and worst possible outcomes for themselves and their country. Research results indicated: (a) both black and white student respondents were strongly committed to their country at the time of the survey; (b) although the students came from diverse ethnic communities and were linked to society in unique ways, they shared similar national goals; (c) while embracing different political parties, these black and white youth identified with the ideological center; and (d) both black and white students rejected their apartheid past and were optimistic about their own and their country's future. The 'storm and stress' model of youth was not supported in this exploratory study, nor did the heightened era of social change disrupt the black and white students' commit...

This study examines the influence of African indigenous knowledge on the identities and education of Black African Immigrant students in Canada and presents strategies on how students, the post-secondary academy and government can advance multicultural education. Black African immigrant students? identities are formed and shaped by their indigenous experiences; this influences their socio-cultural development in Canada. Recognizing and promoting diversity and inclusion through its Federal Multiculturalism Act (1988), Canada preserves and enhances the multicultural heritage of all Canadians. This exploratory research seeks to understand the exclusion of African indigenous knowledge in the education of Black African immigrant students in post-secondary, and specifically investigates how effective multicultural approaches to teaching and learning can create more promising educational experiences for Black African students in Canada. The study provides insights into how Black African Immigrant students can reclaim their identities and explore opportunities for ongoing personal and social development within a multicultural society. Using an Indigenous Research Methodology frame, this qualitative research study applies critical theories that are grounded in indigenous knowledge systems. Suggested strategies and approaches will serve as an educational resource for all immigrant students in Canada who are on diverse pathways to bring about change in their communities, challenge the academy and educators in general to develop and implement effective multicultural education, and draw government and policy-makers? attention to significant and unacknowledged gaps in purposeful educational advancement of Canada?s multiculturalism goals. Black African Immigrant students? confidence and perceptions of their African identities can and do play a critical role in the ways and manner in which they approach Canadian education. Collective efforts amongst students, educational institutions, and governments within a multicultural society will lead to more promising educational experiences for Black African Immigrant students in Canada.

Using concepts from theorists W.E.B Du Bois and Georg Simmel, I examine the sociological dimensions to the identity experiences of Black African students as temporary international or permanent immigrants attending universities in Canada. In what ways do social structures in the host country of Canada inhibit positive experiences of Black African students in Canadian universities? Du Bois’ concepts of ‘double consciousness’ and the metaphor of ‘the veil’ highlight the difficulty that Black folks in America experience as they live their identities against and through the eyes of white supremacy. This concept is extended to the experience of Black African students in Canada where Black people are a visible minority and experience racism (Creese, 2020). Further, Simmel’s concept of the ‘blasé attitude’, also referred simply as blasé, is about the sense of indifference personified by individuals living in metropolises due to overstimulation and an overly commodified lifestyle in the city environment. The blasé is applicable to understanding the experience of Black African students in Canadian universities, which are often in metropolitan cities. Although Black African students, especially those who are international, are largely optimistic as they venture into Canadian universities, using the concepts of double consciousness, the veil and the blasé attitude, a socio-cultural reality is revealed that counters the positive image that Canadian universities themselves portray. In this reality, Black African students encounter particular challenges connected to their perceived or self-proclaimed Black African identities, which serve as an impediment to their wellbeing, academic growth and career advancement. Using a critical race theory framework, Du Bois’ concept of double consciousness and the veil, and Simmel’s concept of blasé are used to examine how systems and practices of racism, neo-racism, and attitudes of complacency infringe on Black African students having more holistically positive experiences while studying at Canadian universities, despite the fact that many well-known universities are located in ‘diverse’ or ‘multicultural’ cities in Canada. These concepts are applied to show how certain sociological factors, that is, systems, processes, practices and actions that are already in place, work against Black African identities and function against these students once they enter these settings.

The present article examines how the five process constructs of reflection, connectedness, meaning making, learning and agency are operationalised in a constructivist approach to career counselling, specifically a storytelling approach. This article reports on an exploratory case study of a Black South African female university student. The case study provides examples of how a career counsellor enacts these constructs and facilitates their development in a client, as well as examples of how they are evident in client dialogue and action. Insight into the process of a storytelling approach to narrative career counselling is demonstrated, from which tentative suggestions are made about how to facilitate the process constructs of reflection, connectedness, meaning making, learning and agency.

Although policies to widen participation have been implemented in South African higher education since 1994, inequality of achievements persists in universities. The failure of the higher education policy to clearly define ‘disadvantage’ in various interventions seems to have contributed to the continuing inequalities. This study theorises disadvantage using the capabilities approach pioneered by Amartya Sen and Martha Nussbaum and argues for a more nuanced definition of disadvantage by exploring the opportunities, agency and achievements available to students in universities. The theorisation is based on findings from a qualitative case study of 26 semi-structured interviews conducted with students from one South African university. Using empirical findings, the theorisation in this study shows how the conversion factors intersect, resulting in some students achieving fewer functionings, which put them at a disadvantage. While gender equality seemingly has been achieved through enrolment figures that show parity levels, some female students are still disadvantaged through subtle forms of discrimination and sexual harassment in universities. This study therefore recommends that higher education policies should consider an expansive definition of disadvantage that encompasses the various dimensions of student wellbeing for all students to have flourishing lives.

This paper highlights racial, social and spatial inequalities that impact Black African social work students. It also considers the implication for Practice Educators in Ireland to address gaps identified from a review of relevant literature. It encourages field coordinators and practice educators to ensure a culturally responsive and supportive practice placement for Black students using the philosophy of Ubuntu, which is underpinned by showing humanity towards others. This practice Note, uses the principles of Ubuntu to support Black African students, a visibly increasing population in Irish social work education. There is limited literature regarding the challenges experienced by social work students and ways of supporting them in Ireland; that which exists deal with issues students commonly experience (Roulston et al., 2021). Literature from the UK and USA reveals that Black social work students experience differential attainment compared to their white counterparts (Fairtlough et al., 2014; GSCC, 2012; Liu, 2017; Mbarushimana and Robbins, 2015). In light of this limited definitive knowledge base, it is necessary to highlight the inequalities impacting Black social work students on placement and how their practice educators can support them to complete and achieve quality learning on placements using the Ubuntu Philosophy. Various definitions of the term Black have been provided; indeed, this paper will use Black and Black African interchangeably to refer to social work students of African descent who are of black skin colour (Singh, 1992; Gabriel & Tate, 2017). The existing scholarship provides valuable insights into how the interplay of racial hierarchy and social inequality impacts most Black students throughout their social work education. Additionally, significant disparities of inequity, inequality in education and other social necessities lend to the poor representation of Black students, practitioners and educators (Kavroudakis et al., 2013). Such spatial inequality contributes to differential outcomes for Black social work students., Ubuntu translates as, 'I am because we are'. Bangura (2005) identifies that the principles of Ubuntu exist in other worldviews. The author recognises that it provides a unique African interpretation of social work education given that the philosophy is holistic in its approach and, endeavours to meet the needs of individuals and groups; hence, its uniqueness as an underpinning guideline for supporting Black social work students in practice placement.