Experience of honours students at a rural-based university in South Africa regarding diversity and their academic self-concept

Abstract

With transformation occurring in Higher Education Institution (HEIs), students are exposed to an advancing curriculum as well as a multicultural and diverse environment. The aim of this study was to understand how changes in self-concept resulting from intercultural contact between students may lead to changes in their academic self-concept and, subsequently, influence academic achievement. A qualitative research approach and an interpretive research design were used in conducting this study. Semi-structured individual interviews were used to collect data. The study involved purposely selecting 9 participants currently enrolled for an Honours Programme (Postgraduate qualification) in the Faculty of Humanities, North-West University. Thematic analysis was used in analysing the data. The major themes that emerged in this study included the following: students' academic self-concept; academic self-concept in secondary school and changes thereof; university environment and academic self-concept; psychosocial factors; and cultural influences. It was revealed that the academic-self-concept constructed by a student, is largely based on their academic achievement, with multiple factors experienced as contributory to the academic success of students. These factors include family and peer support as playing a major role towards students' persistence and academic success. Additionally, religion and family background were highlighted by participants as contributory factors towards their resilience and academic success. It was further revealed that peer interaction, diversity within the university, group participation, academic demands as well as the influence of lecturers play a major role in students' academic success.