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dc.contributor.advisorNaudé, L.
dc.contributor.advisorBotha, A.
dc.contributor.authorLiversage, Lindi
dc.date.accessioned2016-11-15T12:11:18Z
dc.date.available2016-11-15T12:11:18Z
dc.date.issued2015-12-15
dc.identifier.urihttp://hdl.handle.net/11660/4540
dc.description.abstractEnglish: In this study, black first-generation students’ experiences related to identity development during their first year at a higher education institution were explored. Students who are the first in their family to attend higher education embark on a life-changing journey like neither they nor anyone in their family have experienced. These students’ higher education experiences have the potential to shape their lives and identities. Theorists use student development theories to understand and describe the unique development trajectories students, a subgroup of individuals forming part of the population of emerging adults, experience during their time at university. This study is based on the theoretical framework of Arthur Chickering’s student development theory. Chickering determines that students move through seven vectors during their time at university. The seven vectors include developing competence, managing emotions, moving through autonomy to interdependence, developing mature interpersonal relationships, establishing an identity, developing purpose, and developing integrity. This qualitative research study followed a case study approach embedded in an interpretive paradigm. Purposive sampling and snowball sampling were used to select black, first-generation students from the University of the Free State. Ten participants took part in focus group discussions and individual interviews, where they had the opportunity to reflect on their first-year experiences related to their identities. The data were analysed by using thematic analysis, reconstructing participants’ experiences into main and subthemes. The following six main themes emerged: “My emotional reaction when confronted with the challenge of higher education”; “My people at home”; “My social networking on campus”; “Being exposed to a diverse student population”; “Becoming independent”; and “Getting to know myself”. A significant factor in black first-generation students’ identity development appears to be the influence of other individuals on their development. Black first-generation students’ ability to remain connected at home while forming new social connections on campus enabled them to feel safe in their exploration of new worldviews, relationships, and occupational considerations. Black first-generation students’ unique progression in vector attainment confirms the importance of research on the application of Chickering’s theory in a more diverse higher education environment.en_ZA
dc.description.abstractAfrikaans: In hierdie studie is swart eerstegenerasiestudente se ervarings ten opsigte van identiteitsontwikkeling gedurende hulle eerste jaar aan ʼn hoëronderwysinstelling ondersoek. Studente wat die eerste in hulle familie is wat hoër onderwys bywoon, begeef hulle op ʼn lewensveranderende reis soos nóg hulle nóg hulle familie ervaar het. Hierdie studente se hoëronderwyservarings het die potensiaal om hulle lewens en identiteite te vorm. Teoretici gebruik studenteontwikkelingsteorieë om die unieke ontwikkelingsbane wat studente, ʼn subgroep van individue wat deel van die bevolking van opkomende volwassenes vorm, gedurende hulle tyd aan die universiteit, ervaar te verstaan en te ondersoek. Hierdie studie is gebaseer op die teoretiese raamwerk van Arthur Chickering se studenteontwikkelingsteorie. Chickering bepaal dat studente gedurende hulle tyd aan ʼn universiteit deur sewe vektore beweeg. Die sewe vektore sluit in ontwikkeling van bevoegdheid, beheer van emosies, beweging deur outonomie na interafhanklikheid, ontwikkeling van volwasse interpersoonlike verhoudings, vestiging van ʼn identiteit, ontwikkeling van doelstellings, en ontwikkeling van integriteit. Hierdie kwalitatiewe navorsingstudie het ʼn gevallestudie-benadering wat in ʼn verklarende paradigma vasgelê is, gevolg. Doelgerigte steekproefneming en sneeubal-steekproefneming is gebruik om swart eerstegenerasiestudente aan die Universiteit van die Vrystaat te selekteer. Tien deelnemers het deelgeneem aan fokusgroepbesprekings en individuele onderhoude, waar hulle die geleentheid gehad het om oor hulle eerstejaar-ervarings ten opsigte van hulle identiteite te besin. Die data is ontleed deur tematiese ontleding te gebruik en deelnemers se ervarings in hoof- en subtemas te herkonstrueer. Die volgende ses hooftemas het na vore gekom: “My emosionele reaksie wanneer ek met die uitdaging van hoër onderwys gekonfronteer word”; “My mense by die huis”; “My sosiale netwerk op die kampus”; “Blootstelling aan ʼn uiteenlopende studentebevolking”; “Om onafhanklik te word”; en “Om myself te leer ken”. ʼn Beduidende faktor in swart eerstegenerasiestudente se identiteitsontwikkeling blyk die invloed van ander individue op hulle ontwikkeling te wees. Die vermoë van swart eerstegenerasiestudente om tuis in kontak te bly terwyl nuwe sosiale verbintenisse op die kampus gevorm word, het hulle in staat gestel om veilig in hulle verkenning van nuwe wêreldbeskouings, verhoudings en beroepsoorwegings te voel. Swart eerstegenerasiestudente se unieke vordering in vektor-bereiking bevestig die belangrikheid van navorsing oor die toepassing van Chickering se teorie in ʼn meer uiteenlopende hoëronderwysomgewing.af
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectStudent developmenten_ZA
dc.subjectIdentityen_ZA
dc.subjectVector developmenten_ZA
dc.subjectEmerging adultsen_ZA
dc.subjectFirst-generation studentsen_ZA
dc.subjectIdentity (Psychology)en_ZA
dc.subjectDevelopmental psychologyen_ZA
dc.subjectStudents, Blacken_ZA
dc.subjectDissertation (M.A. (Psychology))--University of the Free State, 2015en_ZA
dc.titleIdentity development of black students during the first yearen_ZA
dc.typeDissertationen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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