Illuminating the persistence and departures of previously disadvantaged students at an Engineering faculty

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dc.contributor.authorBladergroen, Moira
dc.date.accessioned2022-05-16T07:38:03Z
dc.date.available2022-05-16T07:38:03Z
dc.date.issued2021
dc.description.abstractThe low success rate of many students from previously disadvantaged groups endangers the face and fate of many tertiary institutions, hence an Engineering Faculty’s explorations into the causes of these students’ persistence at and departures from the Faculty. By using the theory of acculturation and agency the research group explored students’ opportunity of freedom towards self-actualisation. Three sample groups were used and the noteworthy findings of the persistence groups’ questionnaire and the focus group findings were explored. The data suggest that the previously disadvantaged students experience a general sense of isolation and physical segregation.en_US
dc.identifier.citationBladergroen, M. C.. (2021). Illuminating the persistence and departures of previously disadvantaged students at an Engineering faculty. South African Journal of Higher Education, 35(6), 5-24. https://dx.doi.org/10.20853/35-6-4317en_US
dc.identifier.issn1753-5913
dc.identifier.urihttp://dx.doi.org/10.20853/35-6-4317
dc.identifier.urihttp://hdl.handle.net/10566/7389
dc.language.isoenen_US
dc.publisherStellenbosch Universityen_US
dc.subjectCultureen_US
dc.subjectSocial justiceen_US
dc.subjectColonisationen_US
dc.subjectPreviously disadvantaged studentsen_US
dc.subjectEngineering facultyen_US
dc.titleIlluminating the persistence and departures of previously disadvantaged students at an Engineering facultyen_US
dc.typeArticleen_US

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