Developing academic self-efficacy in disadvantaged black students from the extended curriculum programmes

Abstract

The effects of poor education predominantly affect the academic success of learners from the township and rural schools primarily populated by Black individuals, who, as a result, gain limited tertiary education access. In the advent that university entrance is acquired, the success of such students is threatened. The Extended Curriculum Programmes (ECPs) of the University of Pretoria have, to an extent, managed to bridge the gap in academic access, success and retention in students from socio-economically challenged backgrounds through a robust student support model, which, among other attributes, fosters the development of self-efficacy. The purpose of this qualitative study was to uncover, through Appreciative Inquiry, the common factors that aided the development of academic self-efficacy by determining the external and internal strengths of Black, successful and socio-economically disadvantaged ECP alumni. It was evident from the results that academic self-efficacy is intensified by the presence of financial and emotional support at an institutional and social level. Support from family and peers (inclusive of verbal and emotional support) with the presence of positive models in participants’ environments aided in their development of academic self-efficacy and goal orientation. Institutional support (student support services and financial aid) ensured that participants’ academic self-efficacy was strengthened, thus ensuring their retention. This study highlights the importance of strong student support structures in ensuring student retention and success. Therefore, institutions must partner with student support structures to ensure that students from socio-economically challenged backgrounds are assisted financially and psychologically.