Educational Technology and Student Success in South Africa, Brazil, and the United States of America: A comparative study of first-generation black students’ experiences, transitions, and aspirations

Project Overview 

This study investigates the disparity in the success rates of male and female undergraduate students in South Africa, Brazil, and the United States. The transition to university represents a critical juncture in the academic journey of any student, marked by numerous challenges and opportunities. However, for first-generation Black students, this transition often entails navigating a complex web of socio-cultural, economic, and institutional factors that may significantly impact their experiences. Despite the increasing enrolment of first-generation Black students in higher education institutions in South Africa, Brazil and the United States, there remains a dearth of research focused specifically on understanding their transition experiences and why there is a disparity in the success rate between male and female students.

Drawing on Transition Theory, Aspirations Theory, and Social Capital Theory, this study investigates the challenges, coping strategies, and support systems adopted by first-generation Black students during the transition process. Self-administered questionnaires, focused group discussions, in-depth interviews, and photovoice activities will be conducted with a purposive sample of students to gather rich and detailed descriptions of their experiences. A selected sample of students from the six universities will be invited to participate in the photovoice activities, which document their transition experiences. Semi-structured interviews will also be conducted with university academic and support staff to gain a deeper understanding of the perceptions of staff, as well as to identify patterns and trends relating to the efficacy of university interventions and student support programmes. The diverse data collection tools will illuminate why the disparities between male and female success rates exist.

The findings of this study will contribute to a deeper understanding of the disparity in the success rates of male and female undergraduate students, as well as their transition experience in South Africa, Brazil, and the United States. By shedding light on their experiences and identifying areas for intervention, this research seeks to inform the development of culturally responsive support strategies that promote academic success and the overall well-being of first-generation Black students in higher education. Moreover, this study aims to inform targeted interventions and support strategies to enhance first-generation Black students' academic success and retention rates at universities in South Africa, Brazil and the United States, ultimately contributing to more equitable educational outcomes.

Institutional Permission to Conduct Research at UWC

Ethical Clearance to Conduct Research