Transitional trajectories of academic progress for low-status students at a University in South Africa

What is it about?

Hitherto, there is a paucity of analytical work on the perceptions, characteristics and experiences of new, first-year students coming from disadvantaged schools at higher education institutions in South Africa. Thus, our intention in this paper was a deliberate focus on the perceptions and lived experiences of these students that relate to their material circumstances, learning and teaching environment and academic progress.

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