(University of KwaZulu-Natal, 2019-12-30) Hlatshwayo, Mlamuli Nkosingphile; Fomunyam, Kehdinga George
This 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.
