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Differential pathways of South African students through higher education

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  • Cosser, Dr Michael

Abstract

This paper reports on a six-year study (2005–2010) tracking a cohort of students from Grade 12 into and through the South African higher education (HE) system. The study sought to ascertain how the pathways of students from different socioeconomic backgrounds differed. Key findings were that socioeconomic status is a differentiating feature in student progression through and retention within HE and in completion of HE programmes. Confirming UK and US findings, the study simultaneously points up the need for further research locating student progression and performance within a broader developmental context that takes account of learning pathways from pre-school into HE.

Suggested Citation

  • Cosser, Dr Michael, 2018. "Differential pathways of South African students through higher education," International Journal of Educational Development, Elsevier, vol. 59(C), pages 100-109.
    • Handle: RePEc:eee:injoed:v:59:y:2018:i:c:p:100-109
    DOI: 10.1016/j.ijedudev.2017.10.003
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    References listed on IDEAS

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    1. Vignoles Anna F & Powdthavee Nattavudh, 2009. "The Socioeconomic Gap in University Dropouts," The B.E. Journal of Economic Analysis & Policy, De Gruyter, vol. 9(1), pages 1-36, April.
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    7. repec:pri:rpdevs:case_yogo_school_quality is not listed on IDEAS
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    Cited by:

    1. Anouk J. Albien & Ngoako J. Mashatola, 2021. "A Systematic Review and Conceptual Model of International Student Mobility Decision-Making," Social Inclusion, Cogitatio Press, vol. 9(1), pages 288-298.

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