Framework for the academic persistence of first-year first-generation African students in higher education

Ph.D.Abstract: The focus of this study is on the reasons and factors that contribute to persistence among first-year first-generation African students (FYFGAS). While there are many FYFGAS who drop out of higher education institutions (HEI), there are also those who persist towards graduation. Most studies have focused on the reasons for dropping out, but this study sought to better understand what made some students determined to succeed and persist through the first year. By investigating these factors, the aim was to understand the strengths of FYFGAS and the environmental factors that make them resilient, enabling them to succeed despite the pressures and adversities of being a first-generation student. As a consequence of understanding these determinants and contributors, a framework of the persistence of FYFGAS was developed which could assist HEI to develop strategies that can help both students and institutions in enhancing the persistence of these students. This is a mixed method study, which was conducted from 2014 with extended degree first year students in the Faculties of Humanities, Science and Economics. The quantitative part of the study consisted of 311 FYFGAS and the qualitative study had twenty participants. Some participants took part through focus group discussions and others through individual in-depth interviews. In this study, the Terenzini and Reason (2005) model was used as the theoretical framework. In this model, when students enter university, they have initial pre-university entry attributes which consist of socio-demographic traits, academic preparation and performance and students’ dispositions. It further proposes that the students enter an organisation which has policies, procedures, history and culture. Within the university, the new student experiences the environment within the classroom, in extracurricular activities and within the curriculum, including the peer environment. This study investigated student dispositions and student experiences. In focusing on these two areas of interest, the study viewed the students from a positive psychological perspective where strengths, and not deficiencies, were the focus point. The findings of this study revealed that students, whose disposition and attitude was success-based, found themselves more able to resolve their problems, had personal agency and were not easily discouraged by difficult circumstances. Furthermore, the findings revealed that successful and persistent FYFGAS, were those who had..