Factors in the success of disadvantaged University of Johannesburg students

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dc.contributor.advisor Prof. Thea de Wet en_US
dc.contributor.author Ombeva, Rachel Aleyo
dc.date.accessioned 2011-12-12T07:16:58Z
dc.date.available 2011-12-12T07:16:58Z
dc.date.issued 2011-12-12
dc.date.submitted 2011-02
dc.identifier.uri http://hdl.handle.net/10210/4247
dc.description M.A. en_US
dc.description.abstract This was a study of how a group of second and third year humanities students at the University of Johannesburg managed to access University and progress past the critical and often turbulent first year. Data collected from the study participants through in-depth interviews and life histories reveal that encouraging parents and teachers, access to information on financial aid, and self-determination, were significant in contributing positively toward academic success. The study also reveals that role models play a very important part in student success. Especially significant is the role played by mothers (most with low educational qualifications) in encouraging their children to pursue higher education. This is noteworthy because it shows that students‘ pursuit of higher education is not wholly dependent on parents‘ education but on the parents‘ educational aspirations for their children. en_US
dc.language.iso en en_US
dc.subject University students en_US
dc.subject University of Johannesburg en_US
dc.subject Students with social disabilities en_US
dc.title Factors in the success of disadvantaged University of Johannesburg students en_US
dc.type Thesis en_US

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