While access to higher education has increased globally, student
retention has become a major challenge. This book analyses various
aspects of the learning pathways of black students from a range of
disciplinary backgrounds at a relatively elite, English-medium,
historically white South African university. The students are part
of a generation of young black people who have grown up in the new
South Africa and are gaining access to higher education in
unprecedented numbers. Based on two longitudinal case studies,
Negotiating Learning and Identity in Higher Education makes a
contribution to the debates about how to facilitate access and
graduation of working-class students. The longitudinal perspective
enabled the students participating in the research to reflect on
their transition to university and the stumbling blocks they
encountered in their senior years. The contributors show that the
school-to-university transition is not linear or universal.
Students had to negotiate multiple transitions at various times and
both resist and absorb institutional, disciplinary and home
discourses. The book describes and analyses the students'
ambivalence as they straddle often conflicting discourses within
their disciplines; within the institution; between home and the
institution, and as they occupy multiple subject positions that are
related to the boundaries of place and time. Each chapter also
describes the ways in which the institution supports and/or hinders
students' progress, explores the implications of its findings for
models of support and addresses the issue of what constitutes
meaningful access to institutional and disciplinary discourses.
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