Pathways to academic success of disadvantaged undergraduate university students from a high-risk community in the Western Cape
Abstract
Academic success is an indicator of employability and a decreased susceptibility to poverty. South Africa is burdened by high levels of poverty, and low levels of academic achievement. Students in disadvantaged communities such as Delft, in South Africa, typically have poor academic outcomes, since it is linked to socioeconomic status. Despite the myriad of challenges that they encounter, some students from high-risk contexts attain academic success. This study explored the pathways to academic success of disadvantaged university students from a high-risk community in the Western Cape. This qualitative study used a narrative inquiry design. A sample of 10 (N =10) participants were selected using criterion-based purposive sampling. Data were analysed using thematic analysis. The pathways to academic success have obstacles, but through positive developmental relationships, specific personal qualities, and motivation, the students achieved academic success. The correlation, significance, and impact of each pathway on academic success can be explored further.
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