A Systematic Review of Academic Exclusion in Higher Education Institutions in South Africa: Causes, Consequences, and Remedial Measures

DOI

10.2991/978-94-6463-630-7_3How to use a DOI?

Keywords

Equity; Exclusion; Higher Education; Inclusivity; Transformation

Abstract

Addressing academic exclusion in South African higher education institutions requires a multifaceted approach, given the complex interplay of race, gender, socio-economic status, and ability. This study underscores the importance of intersectional research in fully understanding these nuanced challenges. A systematic review, following PRISMA guidelines, was conducted to identify patterns and causes of academic exclusion. Peer-reviewed journals from ScienceDirect, Scopus, and Google Scholar were used, resulting in the inclusion of 31 relevant articles. The review process involved a rigorous search strategy, data collection, and evaluation, summarizing research on the causes, consequences, and remedial measures of academic exclusion. An initial search yielded 463 articles, of which 265 were removed due to duplication. After screening 198 abstracts, 167 papers were excluded for not meeting the study’s objectives. The final 31 articles were thoroughly analyzed. The study highlights that empowering student through active participation in decision-making and advocating for their representation is critical to creating an inclusive educational environment. Prioritizing student voices allows institutions to develop responsive, student-centric policies. Collaboration with the community and government enhances support networks and ensures equitable resource allocation. A comprehensive strategy combining intersectional research, student advocacy, and collaborative efforts offers promising solutions to mitigate academic exclusion. Adopting these methods can help South African higher education institutions foster inclusivity and transform the educational landscape, ultimately benefiting all students and advancing broader societal goals. Policymakers must implement affirmative, flexible, and context-specific policies to address structural inequalities and remove financial barriers. Institutional leaders should prioritize inclusive curriculum development and equitable resource allocation for marginalized students. Continuous assessment and multi-stakeholder collaboration are essential to ensuring effective interventions and holistic student support.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - X. N. Mashwama
AU  - B. Madubela
PY  - 2024
DA  - 2024/12/31
TI  - A Systematic Review of Academic Exclusion in Higher Education Institutions in South Africa: Causes, Consequences, and Remedial Measures
BT  - Proceedings of the Focus Conference (TFC 2024)
PB  - Atlantis Press
SP  - 30
EP  - 59
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-630-7_3
DO  - 10.2991/978-94-6463-630-7_3
ID  - Mashwama2024
ER  -