skip to main content
Language:
Search Limited to: Search Limited to: Resource type Show Results with: Show Results with: Search type Index

Exploring the resilience and epistemic access of first-year female students in higher education

Hervormde teologiese studies, 2022-12, Vol.78 (2), p.1-9 [Peer Reviewed Journal]

COPYRIGHT 2022 African Online Scientific Information Systems (Pty) Ltd t/a AOSIS ;2022. This work is published under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;This work is licensed under a Creative Commons Attribution 4.0 International License. ;ISSN: 0259-9422 ;ISSN: 2072-8050 ;EISSN: 2072-8050 ;DOI: 10.4102/hts.v78i2.7803

Full text available

Citations Cited by
  • Title:
    Exploring the resilience and epistemic access of first-year female students in higher education
  • Author: Maniram, Rekha
  • Subjects: Academic achievement ; Academic resilience ; Apartheid ; Education, Higher ; Emotions ; Epistemic access ; Epistemology ; Females ; first year female students ; first-year student experience ; Gender ; Gender equality ; Higher education ; Learning ; Phenomenology ; Protective factors ; Religion ; Resilience ; Risk factors ; Social networks ; Stress (Psychology) ; Students ; Success
  • Is Part Of: Hervormde teologiese studies, 2022-12, Vol.78 (2), p.1-9
  • Description: The transition from secondary to tertiary education often presents many first-year female students with anxiety and emotional stress. Subsequently, poorly managing this shift may increase academic risk and compromise their academic success. While a plethora of studies contribute towards the phenomenon of resilience as a positive predictor of the learning experience of female students in higher education, other scholarly findings suggest the key role resilience plays in supporting students to overcome challenges, manage their wellbeing and ultimately acquire epistemic access. Moreover, there is a significantly burgeoning focus on the positive outcomes of the resilience of women in education, However, while many of the studies highlight gender as a noteworthy core construct, to date, little is known about the first-year learning experience (FYE) of female students and how they may negotiate epistemic access through academic resilience. Hence the main aim of this article is to explore what factors enable academic resilience and to what extent such factors influence epistemic access among first-year female students. An exploratory qualitative research approach was used to capture the learning experiences of 20 hospitality accounting first-year female students. Data were collected by conducting both focus group sessions and individual semi-structured interviews. The findings of the study identified four main themes. The findings of this article have implications for promoting gender equality and academic outcomes of first-year female students in understanding the risk factors, as well as encouraging the protective factors that enable their epistemic access.Contribution The article sheds light on how an intangible construct such as resilience serves as a vehicle for epistemic access, more especially for first-year female students.
  • Publisher: Pretoria: AOSIS
  • Language: English;Portuguese;Afrikaans
  • Identifier: ISSN: 0259-9422
    ISSN: 2072-8050
    EISSN: 2072-8050
    DOI: 10.4102/hts.v78i2.7803
  • Source: SciELO
    AOSIS OpenJournals
    African Journals Online (Open Access)
    Alma/SFX Local Collection
    ProQuest Central
    DOAJ Directory of Open Access Journals
Back to results list
INSPIRE LIBRARY - TON DUC THANG UNIVERSITY (84-028) 37 755 057 Feedback
19 Nguyen Huu Tho St. Dist.7, HCM thuvien@tdtu.edu.vn

Copyright © 2017 INSPIRE LIBRARY - TON DUC THANG UNIVERSITY

Searching Remote Databases, Please Wait