Insights gained from a comparison of South African and Canadian first-generation students: the impact of resilience and resourcefulness on higher education success |
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| Authors: | Maureen Reed Mandivavarira Maodzwa – Taruvinga Elizabeth S Ndofirepi Raazia Moosa |
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| Institution: | 1. Department of Psychology, Ryerson University, Toronto, Canadamreed@ryerson.ca;3. Curriculum Division, School of Education, University of the Witwatersrand, Johannesburg, South Africa;4. Faculty of Science, University of the Witwatersrand, Johannesburg, South Africa;5. Academic Support, University of the Witwatersrand, Johannesburg, South Africa |
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| Abstract: | ABSTRACTFirst-generation students are often described as disadvantaged in university adjustment, self-efficacy and grades. Yet this deficit model of understanding first-generation students ignores their cultural capital, which could increase resilience and resourcefulness. Here, 844 students (31% first-generation) in South Africa and Canada completed measures of resilience, resourcefulness, university adjustment, academic self-efficacy and self-reported grades. Overall, the results reveal that the characterisation of first-generation students is culturally specific and, in some ways, differs between Canada and South Africa. That is, the deficit model may better describe Canadian than South African first-generation students. Yet, in many ways first-generation students are like their peers and their academic outcomes are predicted by their culturally specific levels of resourcefulness and resilience. This study support the notion that the positives students bring to university should be considered and that students would benefit from being taught the requisite skills involved in increasing resourcefulness and resilience. |
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| Keywords: | first-generation cultural capital higher education resilience resourcefulness student success |
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