Capabilities, resilience and success of UFS access students: confronting deficit discourses

Abstract

University access in South Africa has been and continues to be a highly contested space overwhelmed by many levels of complexity rooted in the educational, social, and political past and present. Many institutions have adopted several interventions to increase enrolment numbers and academic development. However, these have not translated into equal participation and success in higher education. In an attempt to understand the complex field of access dilemmas in higher education, I explored the capabilities, resilience, and success of students who do not follow traditional access routes in accessing university, with a particular focus on the University Preparation Programme (UPP). The UPP is specifically designed to provide academic preparation and support to students who have the potential but lack the necessary admission requirements for university studies. Furthermore, these students, who do not follow traditional admission entry, often face challenges beyond their control due to disadvantageous circumstances. However, the prevailing deficit discourses often stigmatise these students, depicting them as lacking essential admission requirements, skills, or abilities. Drawing on the capabilities approach, this thesis aimed to confront these deficit discourses by examining the capabilities and resilience of such students and exploring factors that contribute to their success. The capabilities approach provided a framework that sought to understand what a student entering university can be and do. It also highlighted what limits their being and doing. The capabilities approach challenges one to move beyond measurable access statistics into a more nuanced understanding of the agency and well-being of students admitted to a university.

A qualitative study was conducted at the University of the Free State. Fifteen interviews were conducted with students who began their studies in the UPP in the Faculties of the Humanities, Economic and Management Sciences and Natural and Agricultural Sciences. The participants were asked about their experiences of getting into university, their experiences during and after university. The interviews were transcribed verbatim and analysed. Preliminary findings indicated that UFS-access students possess various capabilities, including self-determination, agency, and resilience. These students demonstrated remarkable resilience in the face of challenges and were motivated to succeed. The study also identified various factors contributing to their success, such as environmental support. By shedding light on the capabilities and resilience of UFS access students, the contribution of this study challenged the deficit discourses that perpetuate negative stereotypes and limited expectations of students who do not follow traditional access routes. The study also shared insights on recognising students’ potential and advocating for transformative educational practices that promote equity and success. Lastly, the study revealed the importance of recognising and valuing the capabilities of students who do not follow traditional access routes by emphasising the need for institutions of higher learning to adopt a strengths-based approach, creating an environment that fosters resilience and success. By reframing the narrative around access students and celebrating their achievements, this study contributed to literature that advances the argument for a more equitable and inclusive educational outcomes. The findings will inform educational institutions and policymakers about the importance of adopting a strengths-based approach to support marginalised students and create inclusive learning environments.