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Social ecology factors in a tertiary education institution that facilitate student resilience
Dissertation (MEd)--University of Pretoria, 2019.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2020
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| _version_ | 1867613593806045184 |
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| access_status_str | Open Access |
| author2 | Theron, Linda |
| author_browse | Theron, Linda |
| author_facet | Theron, Linda |
| collection | Thesis |
| dc_rights_str_mv | © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2019. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/76770 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:36.983Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2020 |
| publishDateRange | 2020 |
| publishDateSort | 2020 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/76770 Social ecology factors in a tertiary education institution that facilitate student resilience Theron, Linda prinsmariaan@gmail.com Prins, Mariaan UCTD Social ecology tertiary education institutions resilience petrochemical industry petrochemical-affected community Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Dissertation (MEd)--University of Pretoria, 2019. My study is a sub-study of the Resilient Youth in Stressed Environments (RYSE) Project (ethics clearance UP17/05/01). RYSE aims to develop a more in-depth understanding of the resilience of youth who live in environments challenged by the petrochemical industry and associated risks, specifically the community of eMbalenhle. In particular, the purpose of my qualitative sub-study is to explore which resilience-enabling factors in social ecologies (SEs) of tertiary education institutions (TEIs) shape the resilience of older adolescents from the eMbalenhle community who are engaged in tertiary education. Despite the common assumption in current South African literature that students who come from backgrounds challenged by disadvantage (the disadvantages that challenge them are often a variety of stressors in their immediate surroundings, with few public resources or services where help can be accessed) are doomed to failure at TEIs, some students from backgrounds challenged by disadvantage progress to TEIs and succeed in completing their studies. However, only a few such students succeed in completing their studies. Research shows that TEIs are not sufficiently prepared to accommodate students coming from backgrounds challenged by disadvantage. Therefore, my study of limited scope might potentially give voice to the perspectives of older adolescents from communities challenged by disadvantage regarding resilience-enabling factors in the SE of TEIs. Phenomenology was the epistemological assumption of my study and a qualitative methodological approach was used. I made use of a phenomenological research design, purposefully selected my six participants (with an average age of 20), and made use of photo-elicitation with conversational interviews to generate data. To analyse the data I made use of Braun and Clarke’s (2006) six-step guide to inductive thematic content analysis. The main themes that emerged from my study were that university structures, a sought-after qualification (underpinned by a certain view of the future), and fellow students (with the subthemes same course and different course) were resilience-enabling factors. The usefulness of these themes to resilience theory is that older adolescents entering TEIs might potentially demonstrate resilience when experiencing the identified resilience-enabling factors in the SE of their TEI, and, therefore, my suggestion would be for TEIs to consider prioritising these protective factors. es2026 Educational Psychology MEd Unrestricted SDG-03: Good health and well-being SDG-04: Quality education SDG-10: Reduced inequalities 2020-11-04T15:09:49Z 2020-11-04T15:09:49Z 20/04/22 2019 Dissertation Prins, M 2019, Social ecology factors in a tertiary education institution that facilitate student resilience, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/76770> A2020 http://hdl.handle.net/2263/76770 en © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Social ecology tertiary education institutions resilience petrochemical industry petrochemical-affected community Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Social ecology factors in a tertiary education institution that facilitate student resilience |
| title | Social ecology factors in a tertiary education institution that facilitate student resilience |
| title_full | Social ecology factors in a tertiary education institution that facilitate student resilience |
| title_fullStr | Social ecology factors in a tertiary education institution that facilitate student resilience |
| title_full_unstemmed | Social ecology factors in a tertiary education institution that facilitate student resilience |
| title_short | Social ecology factors in a tertiary education institution that facilitate student resilience |
| title_sort | social ecology factors in a tertiary education institution that facilitate student resilience |
| topic | UCTD Social ecology tertiary education institutions resilience petrochemical industry petrochemical-affected community Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/76770 |