Hlatshwayo, Mlamuli NkosingphileFomunyam, Kehdinga George2023-02-152023-02-152019-12-30Hlatshwayo, M.N. and Fomunyam, K.G. 2019. Theorising first-generation students’ successes at a historically white South African university. Alternation - Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa. 28: 84-115 (31). doi:10.29086/2519-5476/2019/sp28.4a41023-17572519-5476 (Online)https://hdl.handle.net/10321/4643This article attempts to shift the first-generation literature to not only focus on the marginalised experiences of first-generation students, but to also theorise the successes that these students have experienced in negotiating a historically white higher education institution. To do this, data was generated using semistructured interviews and participants were sampled using snowball sampling and this ensured that the social networks and connections that these students have with one another, were accessed. 32 first generation students were recruited, and in-depth interviews were held with each of the participants, averaging one hour per student. The data or findings indicate that the success of first-generation students largely depends on four key forces – the force of diligence, the force of language, the force of personal attributes, as well as the force of personal relationships. Bourdieu’s field theory, capital (social and cultural), and habitus were employment to further make sense of the findings. All these forces play a critical role in ensuring that first-generation students are not only able to negotiate their marginality in a historically white HE, but that they are successful.33 penField theoryCultural capitalHabitusSocial capitalFirst generation students2003 Language Studies2005 Literary StudiesArticle2023-02-0210.29086/2519-5476/2019/sp28.4a4