Thesis (M.A (Psychology))--University of the Witwatersrand, Faculty of Humanities, 2016 / Transformation initiatives in South African higher education institutions are informed by literature which has thus far explicated the high failure and attrition rates amongst Black university students with discourses asserting that the major contributing factors are disadvantage and language of origin. The current study endeavoured to investigate the learning histories of a group of high achieving Black female university students from socio- economically or educationally disadvantaged backgrounds in order to inform current transformation initiatives at South African higher education institutions. Seven female students who had previously participated in an academic development programme in the faculty of humanities at the University of the Witwatersrand, the Reaching for Excellent Achievement Programme (REAP), volunteered to participate in this study. Despite being second language students and coming from less advantaged backgrounds, these students achieved excellent academic marks and acceptance into various post- graduate programmes. Semi- structured interviews with an episodic narrative style were conducted. The method of data analysis found to be most appropriate for this study was thematic content analysis. The results revealed the importance of the influence of high school teachers on students’ perceptions of school and school subjects; the pace of adjusting to university; the significance of effective lecturing styles; the formation of an academic identity; acquiring academic literacy; and the importance of having social support (especially from university lecturers) for the successful academic performance of the participants in this study. This study suggests that perhaps there is more than individual effort that is required for academic success at university level. Further, it suggests that higher education institutions need to improve the lecturing styles of their lecturers, should ensure that all students are able to successfully adjust to the university environment early in their first year of study, should offer compulsory academic literacy courses to all first year students, and should consider providing all students with mentors who are university personnel. / MT2017

M.Ed. / The aim of this study was to explore, with the intention of providing a rich description, the experiences of black women enrolled at an historically white university. Limited studies in the South African context have revealed that many women have alienating and marginalising experiences in formal education from as early as primary schooling up to their learning experiences as adults. This often takes the form of disrespect from patriarchal teachers and institutions or androcentric content or information that excludes or undermines the efforts and experiences of women. Furthermore, the general position of women in broader society is filled with disparity and devaluation, as women are often the primary care givers, the lowest paid employees in formal employment, and unpaid workers within the family structure. For black women, who are often triply exploited through race, gender and economic disadvantage, the struggle to belong and even survive within higher ' education appears to be more challenging. As a result, black women sometimes view the university as alienating, androcentric and patriarchal which leads to descriptions of feeling restricted, silent, invisible or the 'other'. Traditional and cultural restrictions placed on black women often further exacerbate these experiences. Consequently, black women's stories are neither told nor heard within broader society or within texts in higher education institutions. The overarching perspective in which the study was grounded was that of socio constructivism, using qualitative research methods to explore the experiences of black women pursuing post graduate studies at an historically white university. Data for this study were collected via semi-structured, in-depth interviews with ten black women within the Education Faculty. I used the constant comparative method of data analysis to search for recurring themes and patterns. From the findings, it was clear that the prevailing perception of participants was that racial bias was present in almost every experience in higher education. In addition participants cited a number of constraints, which impacted negatively on their experiences. Many participants also reported a perceived lack of support from lecturers, which exacerbated an already challenging situation. As opposed to the many negative experiences, some positive experiences related to professional growth and learning opportunities were cited. Some participants also made observations about measures for the university to become more accessible to black women. The main implications arising out of the study are that management needs to endorse policy to deal with issues of both obvious and subtle racial bias. Staff development training, which incorporates methods for dealing appropriately with adult learners and practices that promote woman-positive and culturally responsive programmes, must compliment this. In addition, greater support should be afforded students, particularly part- time students, for increased opportunities to consult with lecturers and effective language tutoring. Accessible measures for part time students to raise their complaints via the SRC should also be created. Moreover, serious consideration needs to be given to the provision of adequate, affordable and efficient childcare facilities as a service for all students.