Abstract:

Following the dismantlement of the racial segregationist regime after the first democratic elections in South Africa in 1994, education policy reform focussed on the mandate to increase access to tertiary education for previously disadvantaged groups. This, in part, has led to an ever-increasing number of so-called first-generation students in our tertiary institutions. First-generation students are students of whom neither parent completed a tertiary qualification. The challenge is that first-generation students often experience unique challenges which set them apart from their continuing generation peers. In turn, these challenges often serve as barriers to the academic success of these students. While there is ample international literature on the barriers experienced by first-generation students, literature addressing this issue is extremely limited in South Africa. Should this gap in the literature be left unaddressed, attempts to redress past injustices particularly in relation to equality in education will be undermined.

The aim of this study was to investigate the barriers to academic performance among a sample of 290 undergraduate first-generation students at a previously disadvantaged university in South Africa. The cross-sectional survey employed in the study consisted of a demographic questionnaire covering a broad range of variables, the Multidimensional Scale of Perceived Social Support (MSPSS), the General Health Questionnaire 12 (GHQ 12), and the General Self-efficacy Scale (GSE). In addition, academic performance information was collected from participants. Statistical analysis was focused on descriptive statistics and inferential statistics including correlation analyses, multivariate analysis of variance and regression analyses.

Results of the study identified the following barriers to academic performance among the first-generation participants: financial stress, family responsibility, anxiety, depression, loss of confidence, social dysfunction, overall psychological distress, lack of parental tertiary education, and grade 12 performance.

The results of this study provide valuable insight into the unique challenges experienced by South African first-generation students in their quest toward academic success. The insights provided by this information can allow us to design support programs and intervention strategies to promote these students’ prospects not only of academic success, but also of a more hopeful and fulfilling future.

Keywords:

First-generation students, South Africa, tertiary education, barriers, academic performance, parental education, retention, participation, throughput.