Abstract:
studies have shown the various factors and types thereof that influence academic
success. However, there is a dearth of South African studies on factors affecting academic
success cross-racially, across institutions and across institution types. Thus, the current study
sought to identify factors affecting academic success among students at a historically Black
higher education institution (HBHEI) and a historically White higher education institution
(HWHEI), and to examine how race shapes students’ experiences in higher education. The
study was qualitative in nature. Five focus group discussions were conducted with
participants enrolled for undergraduate degrees at an HBHEI and an HWHEI. One racially
mixed focus group discussion and one comprising Black participants only were conducted at
the HWHEI. In addition, one focus group discussion comprising White participants only and
two comprising Black participants only were conducted at the HBHEI. In total, 31 students
participated in the focus group discussions. Thematic analysis was used to analyse the data.
The systemic theory and critical race theory were used to interpret the study findings. The
following were identified as affecting academic success: psychological factors, personal
circumstances, students’ lack of information regarding their chosen careers and institutional
resources at their disposal, academic workload, institutional factors, daily commuting
distance, socio-economic conditions, language/medium of instruction, student protests, and
race, prejudice and discrimination. Moreover, distinct experiences on the basis of students’
race and the historical racial identities of their respective institutions were identified. Other
than its expert academic staff base, the HBHEI was relatively poorly resourced. Black and
White, Afrikaans-speaking HBHEI students shared frustrations regarding non-proficiency in
the English medium of instruction, and the former reported covert and overt racism, including
by academic and managerial staff, and through administrative processes. HWHEI participants
generally condemned the Black-on-White racial intolerance expressed during the #AfrikaansMustFall protests, also expressing varying views regarding the proposed scrapping
of Afrikaans as a medium of instruction at the institution. Black students at this institution
experienced covert racism by lecturers, tutors and library staff, and in interpersonal contexts
in certain spaces on the university campus. These findings highlight the need for better,
targeted efforts towards transformation of higher education in South Africa and the
development of measures to facilitate academic success and student retention.
