Perceived factors that contribute to Black social work students’ failure of courses at university level: A case study of 3rd year social work students at a South African university

ABSTRACT

In a democratic South Africa, a significant number of Black students have gained entry and access to higher education, which is a remarkable improvement. However, as much as the access rate has improved, the success rate of Black students remains low in different universities because of perceived inequalities amongst racial groups. This has resulted in debates about the urgent need for decolonization of South African universities to address the low throughput rates of Black students. Thus, the aim of this study was to understand the reasons for failing among Black social work students at a university in Johannesburg. The study was qualitative in nature, and it used an exploratory-descriptive case study design. Utilizing a semi-structured interview schedule as a research tool, the study employed one-on-one in-depth interviews as a method of data collection with 15 Black third year social work students who were recruited into the study using purposive sampling. Thematic analysis was used to analyze the data collected. The main findings from the study showed that failure of Black social work students at a university in Johannesburg was exacerbated by the language used as a medium of instruction, inability to use technology, lack of adequate social and institutional support, and socioeconomic factors. Recommendations are made in terms of programmatic interventions.

KEYWORDS:

• Institutional support
• social work students
• failing courses
• decolonization

Acknowledgments

The authors would like to acknowledge the input of Dr Roshini Pillay, who assisted during the conceptualization of the research idea.

Additional information

Funding

This research was supported by the Consortium for Advanced Research Training in Africa (CARTA). CARTA is jointly led by the African Population and Health Research Center and the University of the Witwatersrand and funded by the Carnegie Corporation of New York (Grant No–B 8606.R02), Sida (Grant No:54100113), the DELTAS Africa Initiative (Grant No: 107768/Z/15/Z) and Deutscher Akademischer Austauschdienst (DAAD). The DELTAS Africa Initiative is an independent funding scheme of the African Academy of Sciences (AAS)’s Alliance for Accelerating Excellence in Science in Africa (AESA) and supported by the New Partnership for Africa’s Development Planning and Coordinating Agency (NEPAD Agency) with funding from the Wellcome Trust (UK) and the UK government. The statements made and views expressed are solely the responsibility of the Fellow.