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Helping Disadvantaged Students: Findings from the Thuthuka Programme

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  • Karin Barac

Abstract

Drawing on social closure theory, this study achieved a deep understanding of the perceptions and experiences of the first cohort of candidates passing through the Thuthuka support programme. Using semi-structured interviews as part of a qualitative approach, currently prevalent modes of professional closure were considered by taking the backgrounds of these students into account, together with their perceptions of the accounting profession. Their views on whether the Thuthuka programme as an intervention had been successful in removing post-apartheid professional closure were determined by taking into account the Thuthuka students' readiness to sit for professional examinations and to enter the workplace. The findings of the study suggest features that could be considered in support programmes intended for socio-economically disadvantaged students to facilitate their entry into a restrictive and restricted market.

Suggested Citation

  • Karin Barac, 2015. "Helping Disadvantaged Students: Findings from the Thuthuka Programme," Accounting Education, Taylor & Francis Journals, vol. 24(2), pages 75-101, April.
    • Handle: RePEc:taf:accted:v:24:y:2015:i:2:p:75-101
    DOI: 10.1080/09639284.2015.1010171
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    Cited by:

    1. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Rebele, James E., 2016. "Accounting education literature review (2015)," Journal of Accounting Education, Elsevier, vol. 35(C), pages 20-55.
    2. Stephen A. Coetzee & Astrid Schmulian & Rholé Coetzee, 2018. "Web conferencing-based tutorials: student perceptions thereof and the effect on academic performance in accounting education," Accounting Education, Taylor & Francis Journals, vol. 27(5), pages 531-546, September.

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