Black African Students’ Social and Academic Identities in South African Universities Vis-à-Vis Student Drop Out: A Social Justice and Philosophical Perspective

Abstract

This article examines the factors that influence the decisions of university students such as complexities of the application process, geographical location and financial constraints. It also explores the reasons behind student dropout which include inadequate secondary education, burnout, lack of social support, experiences of racism, poor academic performance and university culture. The literature review identifies a gap in research on Black African university students, particularly their integration into the university system. Poverty, alienation, financial difficulties, a lack of readiness, racial background, racist experiences, university culture, language problems, and a curriculum that reflects colonial legacies are some of the causes that lead to student dropout. By applying Tinto’s theoretical framework, the article provides insights into the challenges students face in South African universities. Tinto’s theory of student departure posits an intricate interaction between academic and social elements which influence student retention and persistence in higher education. Success for students depend on social integration, which includes developing deep connections with classmates, lecturers, and academic staff. Participating in coursework, creating productive study habits, and utilizing academic support networks are all components of academic integration. Research conducted in South Africa has brought attention to the difficulties Black African students encounter in academic settings, including bias, discrimination, and unfavorable experiences. According to our research, the subpar higher ecosystem has a disproportionately negative impact on young people and students from working-class homes, failing to appropriately prepare them for higher education spaces. Furthermore, the education system in South Africa is perceived as unfamiliar and alienating for Black African students entering historically White universities, thereby perpetuating social inequalities