Abstract:
Since the dawn of democracy in South Africa, significant progress has been made with regards to access to higher education. However, widening participation to under-represented groups in science and technology fields, with special reference to Biological Sciences, still remains a challenge. Despite the growing number of black students in this programme, there is still a substantial gap in terms of the enrolment numbers of student from this racial group in the Biological Sciences. This research is a case study carried out in the faculty of Natural and Agricultural Sciences at the University of Pretoria, which is a historically white institution with a strong Afrikaans culture. The study used Osborne and Gallacher’s (2004) framework of getting in and getting through to explore access policy at this institution in relation to widening participation in Biological Sciences. The findings showed that, while there has been progress with regards to physical and epistemological access, getting in to Biological Sciences still proves difficult to attain, especially for black male students from under-represented groups, including those from township and rural areas. The challenges related to getting in are compounded by various factors. These include inadequate preparation of learners for university studies such as limited preparation for natural science studies, limited exposure to science laboratories, inadequate career guidance resulting in wrong subject mix, late submission of application forms and the ‘walk–in’ phenomenon. Funding is crucial for facilitating access to Biological Sciences but it is hard to come by and insufficient for students from low socioeconomic groups. The government initiated funding have potential to help needy students with talent but it is not sufficient to cover both tuition and residence fees. In addition to the financial assistance that the university offers, it also provides a strong academic and psychosocial support to students, particularly in first year in Biological Sciences. Both academic and psychosocial support are factors enabling access and widening participation in Biological Sciences. They also underpin getting through. However, students in residences tend to benefit more from these support initiatives.
