Helping Disadvantaged Students: Findings from the Thuthuka Programme

Autor/in	Barac, Karin
Titel	Helping Disadvantaged Students: Findings from the Thuthuka Programme
Quelle	In: Accounting Education, 24 (2015) 2, S.75-101 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2015.1010171
Schlagwörter	Foreign Countries; Social Theories; Semi Structured Interviews; Qualitative Research; Student Attitudes; Disadvantaged Youth; Blacks; Accounting; Barriers; Access to Education; Mentors; Tutoring; Student Needs; College Students; Rural Areas; Suburbs; Urban Areas; Role Models; Career Choice; South Africa + Suchen Sie Ihr Suchwort? Ausland; Gesellschaftstheorie; Qualitative Forschung; Schülerverhalten; Benachteiligter Jugendlicher; Black person; Schwarzer; Abrechnung; Buchführung; Buchhaltung; Education; Access; Bildung; Zugang; Bildungszugang; Förderkonzept; Nachhilfeunterricht; Collegestudent; Rural area; Ländlicher Raum; Einzugsbereich; Urban area; Stadtregion; Identifikationsfigur; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Drawing on social closure theory, this study achieved a deep understanding of the perceptions and experiences of the first cohort of candidates passing through the Thuthuka support programme. Using semi-structured interviews as part of a qualitative approach, currently prevalent modes of professional closure were considered by taking the backgrounds of these students into account, together with their perceptions of the accounting profession. Their views on whether the Thuthuka programme as an intervention had been successful in removing post-apartheid professional closure were determined by taking into account the Thuthuka students' readiness to sit for professional examinations and to enter the workplace. The findings of the study suggest features that could be considered in support programmes intended for socio-economically disadvantaged students to facilitate their entry into a restrictive and restricted market. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01