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An exploration of resilience to poverty among the UKZN students from disadvantaged backgrounds.

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dc.contributor.advisorShezi, Sindiswa Mbali.
dc.contributor.authorNgcobo, Sinethemba Nonkululeko.
dc.date.accessioned2020-04-03T07:01:17Z
dc.date.available2020-04-03T07:01:17Z
dc.date.created2019
dc.date.issued2019
dc.descriptionMasters Degree. University of KwaZulu-Natal, Pietermaritzburg.en_US
dc.description.abstractThis study explored the experiences of students who grew up facing poverty but through resilience achieved academic success. The purpose of this study was to obtain an in-depth understanding of students’ perceptions of growing up in socio-economically disadvantaged backgrounds and how their experiences shape their constructions of resilience to poverty. A qualitative research design was employed which included in-depth individual interviews, to obtain students’ perspectives. The study focused on resilience from the students’ perspective, by enabling them to share their experiences of their social context, including their schooling and university experiences. The findings of this study indicated various adaptive processes that these students use to overcome life challenges and demands in order to be academically successful. The study further revealed that students from impoverished backgrounds have strong motivation, determination and are goal oriented. Socio-emotional support from family, friends, teachers, school and community contexts promote resilience in the individuals. Each of these components was viewed as protective factors that contribute to the students’ psychological wellbeing. Keywords: resilience, poverty, disadvantaged backgrounds, protective factors, risks factors.en_US
dc.identifier.urihttps://researchspace.ukzn.ac.za/handle/10413/17524
dc.language.isoenen_US
dc.subject.otherPoverty.en_US
dc.subject.otherDisadvantaged backgrounds.en_US
dc.subject.otherResilience.en_US
dc.subject.otherProtective factors.en_US
dc.subject.otherRisks factors.en_US
dc.titleAn exploration of resilience to poverty among the UKZN students from disadvantaged backgrounds.en_US
dc.typeThesisen_US

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