| Description |
1 online resource. |
| Physical Medium |
polychrome |
| Description |
text file |
| Series |
Understanding student experiences of higher education
|
|
Understanding student experiences of higher education.
|
| Bibliography |
Includes bibliographical references and index. |
| Contents |
Title Page; Copyright Page; Contents; Series Editors' Foreword; Notes on Contributors; Acknowledgements; Introduction: Conceptualizing Access, Persistence and Retention; Chapter 1 Students' Negotiation of Learning and Identity in Working-class Schooling; Introduction; Theoretical considerations; Methodology; 'Out of order': Students' perceptions of the school environment; 'Learning to pass': Teaching and learning in the classroom; 'Moving with the movers': Students' positioning in school; 'Mentally I'm not there': Students' positioning outside of school; Conclusion. |
|
Chapter 2 'Closing the Gap': Three Mathematics StudentsTalk about their Transitions to and throughtheir Undergraduate Degrees in the SciencesThe transition from school mathematics to advanced mathematics at university; Perspectives for viewing the transition; The research lens; Methodology; Thabo's transition; Josephine's transition; Luthando's transition; Discussion and conclusions; References; Chapter 3 'Going Nowhere Slowly': A LongitudinalPerspective on a First-generation WomanStudent's Withdrawal from University; Introduction; Theoretical framework; Methodology. |
|
'I want to do something with my life''You see the ladder'; 'Suffer in silence'; 'I don't have proper direction'; Conclusion; References; Chapter 4 Humanities Students' Negotiation of Language, Literacy and Identity; Introduction; Methodology; Negotiating new discourses; Negotiating home; Straddling multiple discourses; Negotiating new spaces; Renegotiating voice; Conclusion; Notes; References; Chapter 5 The Role of Religion in Mediating the Transition to Higher Education; Introduction; The role of religion, particularly Christianity, in South Africa; Identity and religion. |
|
Research methodology: Attempting to hear the student voiceReligion at an institutional level; The impact of course curricula on students' religious beliefs and practices; Conclusion; References; Chapter 6 A Longitudinal Account of the FactorsShaping the Degree Paths of Black Students; Introduction; The notion of choice in black students' degree pathways; The ambiguous position of the honours degree within the postgraduate domain; Methodology; Investing in the identities of psychologist and lawyer; Accessing the job market; Conclusion; References. |
|
Chapter 7 Enabling Capabilities in an EngineeringExtended Curriculum ProgrammeIntroduction; The capability approach; Methodology; Access: Embarking as a university student; Beyond embarkation: Transitioning to university studies; The people: Being part of a valued community; Continuing the journey: Transitioning into second year and beyond; Journey's end: Graduating; Conclusion; References; Chapter 8 The Impact of Previous Experiencesand Social Connectedness on Students'Transition to Higher Education; Introduction. |
| Summary |
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. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
College attendance.
|
|
College attendance. |
|
College students -- Psychology.
|
|
College students -- Psychology. |
|
College student orientation.
|
|
College student orientation. |
|
Articulation (Education)
|
|
Higher & further education, tertiary education. |
|
Education. |
|
Articulation (Education) |
|
EDUCATION -- Higher. |
| Genre/Form |
Electronic books.
|
| Added Author |
Bangeni, Bongi, editor.
|
|
Kapp, Rochelle, editor.
|
| Other Form: |
Print version: Negotiating learning and identity in higher education. London : Bloomsbury, 2017 1350000191 9781350000193 (OCoLC)958782476 |
| ISBN |
9781350000209 (electronic book) |
|
1350000205 (electronic book) |
|
9781350000223 (online) |
|
1350000221 |
|
9781350000216 (electronic book) |
|
1350000213 |
|
9781350000193 |
|
1350000191 |
|
