The Trajectories of Arts and Culture Students Transitioning from Rural Secondary Contexts to Higher Education: A Self-Study of Practice

Abstract

This is a self-study of practice investigating the trajectories of Arts and Culture students transitioning from rural secondary contexts to Higher Education Institutions (HEIs). The main objective of this paper was to propose support strategies for first-year university students majoring in Arts and Culture at a specific HEI. First-time entering students (FTENs) struggle to transition from secondary to postsecondary education for a variety of reasons. The paper was based on Bronfenbrenner’s bioecological systems theory, which states that individuals are still influenced by their environment but become important through interactions with other influencers in each system. This research inquiry utilized an interpretive paradigm and a qualitative approach through a self-study of practice, and data was gathered using a qualitative questionnaire, observations, and document analysis. The data was thematically analyzed concurrently with data collection. Participants were selected from several ethnic groups, such as Xhosas, Zulus, Sothos, and others. They were selected purposefully, but Xhosas and females predominated. The findings revealed insufficient exposure to advanced and modern cultural activities; a lack of enthusiasm and passion for arts subjects; and the negative impact of transitioning on students’ learning. These hiccups have a detrimental effect on students’ transitions to HEIs. The paper recommended these support strategies: capacity building of students with proficient skills to transition effectively; use of teaching and learning strategies that cater for students’ different learning styles; and consideration of students’ backgrounds and indigenous knowledge. These variables may help first-year Arts and Culture students transition smoothly into higher education.

Keywords

• transition
• arts and culture
• rural students
• teaching and learning
• support strategies