Literature Review
Introduction
Poverty remains a major barrier to educational achievement, particularly at the tertiary
level. Students from low-income backgrounds face systemic challenges that affect access
to resources, academic persistence, and completion rates. This literature review draws on
both South African and international sources to discuss the multifaceted effects of
poverty on student success in higher education.
Poverty and Access to Educational Resources
Access to essential educational tools—such as textbooks, internet connectivity, and
digital devices—is often limited for students from impoverished households. Reardon
(2011) highlights the persistent gap in academic performance between low-income and
affluent students due to unequal access to such resources. In South Africa, Van der Berg
et al. (2019) argue that students in disadvantaged communities often share learning
materials or depend solely on campus facilities, which are not always accessible,
particularly after hours.
The COVID-19 pandemic further exposed digital inequities, where online learning
widened the gap for students without internet or devices at home (Spaull, 2020). The
Organisation for Economic Co-operation and Development (OECD, 2021) similarly
reports that students from lower socioeconomic backgrounds across member countries
faced greater challenges transitioning to remote learning, putting them at further
academic risk.
Poverty and Academic Persistence
Poverty also significantly affects students' ability to remain enrolled and succeed
academically. Financial hardship often necessitates part-time employment, reducing
study time and increasing stress levels (Jones, Thomas & Naylor, 2020). This pressure
contributes to poor performance and, in many cases, student dropout.
Tinto’s (1993) model of student retention suggests that a lack of academic and social
integration—both of which can be negatively influenced by poverty—increases the
likelihood of student departure. Additionally, psychological burdens such as anxiety,
hopelessness, and low self-esteem are more prevalent among students facing financial
stress (Maringe & Sing, 2014), which can further hinder academic motivation.
Institutional Responses and Support
Institutional support mechanisms can play a pivotal role in helping students from poor
backgrounds. Financial aid programmes such as the National Student Financial Aid
Scheme (NSFAS) have enabled access to higher education for thousands of students in
South Africa. However, the Council on Higher Education (CHE, 2020) notes that the
coverage is often delayed or insufficient to meet all student needs.
Letseka and Maile (2008) found that even with bursaries or loans, many students struggle
with hidden costs such as transport, printing, and food, all of which impact their
academic journey. While some universities have attempted to implement food schemes or
device lending programmes, these are often inconsistently applied (CHE, 2020).
Curriculum and Teaching Practice
Research into teaching practices reveals that many educators unintentionally design
curricula that disadvantage students from low-income households. Mhlanga and Moloi
(2019) argue that lesson plans often assume all students have internet access, private
study space, and time for self-directed learning. These assumptions ignore the reality of
economically disadvantaged students and limit their engagement.
Inclusive teaching approaches, where assessments and learning activities are adapted to
diverse learner needs, have proven more effective. However, implementation depends
heavily on teacher awareness and institutional support (Engelbrecht, Nel & Hugo, 2015).
Advantages and Disadvantages of a Literature Review
Advantages:
- A literature review provides a strong foundation for research by identifying what has
already been studied and where gaps exist.
- It helps avoid redundancy and supports the formulation of precise research questions.
- Theoretical frameworks drawn from existing literature (e.g., Tinto’s retention theory)
can guide data interpretation and analysis.
Disadvantages:
- The process can be time-consuming and may involve large volumes of data.
- Literature is sometimes outdated or lacks relevance to the specific context, especially in
developing countries.
- Bias may arise from over-representation of studies from wealthier nations, limiting the
generalisability to the South African context.
Conclusion
This literature review underscores the importance of understanding how poverty affects
student success at the tertiary level. While financial aid and support mechanisms exist,
they are not always sufficient to address the deep-rooted disadvantages that poor students
face. Reviewing existing literature provides critical insight into these dynamics and
guides the development of appropriate research methods and interventions. Despite its
limitations, a literature review is essential for linking classroom realities with broader
educational and social frameworks.
Reference List
Council on Higher Education (CHE), 2020. VitalStats: Public Higher Education 2018.
Pretoria: Council on Higher Education.
Engelbrecht, P., Nel, M. & Hugo, A., 2015. Responding to the Challenges of Inclusive
Education in Southern Africa. Pretoria: Van Schaik.
Jones, S., Thomas, L. & Naylor, R., 2020. The Impact of Financial Stress on Student
Success in Higher Education: Evidence and Policy Implications. Journal of Education
Policy, 35(2), pp.180–197.
Letseka, M. & Maile, S., 2008. High university drop-out rates: A threat to South Africa’s
future. HSRC Policy Brief. Pretoria: Human Sciences Research Council.
Maringe, F. & Sing, N., 2014. Teaching large classes in an increasingly internationalising
higher education environment. Higher Education Research & Development, 33(5),
pp.972–985.
Mhlanga, D. & Moloi, T., 2019. Exploring digital inequality in South Africa’s higher
education institutions. Education and Information Technologies, 25(5), pp.1–18.
Organisation for Economic Co-operation and Development (OECD), 2021. The State of
Global Education: 18 Months into the Pandemic. Paris: OECD Publishing.
Reardon, S.F., 2011. The widening academic achievement gap between the rich and the
poor. Community Investments, 23(2), pp.19–39.
Spaull, N., 2020. COVID-19 and schooling in South Africa: Who should go back to
school first? Prospects, 49(1), pp.1–8.
Tinto, V., 1993. Leaving College: Rethinking the Causes and Cures of Student Attrition.
2nd ed. Chicago: University of Chicago Press.
Van der Berg, S., Girdwood, E., Shepherd, D., Van Wyk, C., Kruger, J., Viljoen, J. &
Ezeobi, O., 2019. The Impact of the Introduction of Grade R on Learning Outcomes.
Stellenbosch: Research on Socio-Economic Policy (ReSEP).
Significance of the Study
This study seeks to explore the impact of poverty on students’ educational experiences
and outcomes, particularly within the context of tertiary (college or university) education.
The significance of this research lies in its potential to contribute to a deeper
understanding of how socio-economic challenges influence student access, participation,
performance, and retention in higher education institutions.
In light of the research aim—to investigate how poverty affects educational engagement
and success—this study is both timely and necessary. Many students in South Africa and
globally come from economically disadvantaged backgrounds, yet the specific barriers
they face in the classroom, at home, and within the institutional framework are not
always well understood or addressed in practice. By shedding light on these challenges,
the study provides an opportunity for educators, curriculum planners, policy makers, and
institutions to reflect on whether current support systems are adequate or inclusive.
The value of this study lies in its ability to:
- Inform policy and institutional support services (such as financial aid, food security, and
academic counseling).
- Provide insight for educators and lecturers to adapt teaching strategies and assessment
methods to accommodate economically disadvantaged learners.
- Empower students and student organisations with a better understanding of the
structural and emotional barriers linked to poverty.
- Encourage future researchers to further explore the intersection between socio-
economic status and education through both qualitative and quantitative lenses.
If this research is not conducted, we risk continuing to operate within educational systems
that inadvertently exclude or fail students from low-income backgrounds. The lack of
awareness or concrete data may lead to the persistence of dropout rates, low academic
performance, and student mental health struggles—all of which could be mitigated
through more inclusive teaching and institutional practices.
Personally, this topic is important to me because I have witnessed firsthand the struggles
of students who try to navigate academic life while facing financial hardship. Their
stories often go untold, and their potential untapped. Conducting this study is a way of
giving voice to those learners and contributing to efforts that make education not only
accessible but truly equitable.
Data Analysis
This study employed thematic analysis as the method for analysing qualitative data
collected during teaching practice, document analysis (including CAPS, Annual Teaching
Plans, lesson plans, and learner tasks), and observations of learners from impoverished
backgrounds.
Thematic analysis is a method used for identifying, analysing, and reporting patterns
(themes) within qualitative data. According to Braun and Clarke (2006), it is a flexible
and accessible approach that allows researchers to interpret various aspects of the
research topic. Thematic analysis does not require adherence to a specific theoretical
framework, which makes it especially useful for exploratory studies such as this one.
Clarke and Braun (2013) further emphasise that thematic analysis helps in making sense
of collective experiences by focusing on recurring issues, meanings, and experiences
across data sources. It allows for a detailed and nuanced understanding of the social
realities being studied, such as how poverty manifests in students’ educational lives.
Thematic analysis was chosen for this study because it aligns well with the exploratory
nature of the research aim: to understand the ways poverty affects students’ educational
participation, achievement, and overall school experience. Given the qualitative nature of
the data—including field notes, curriculum documents, and student work—this method
allowed for an in-depth and systematic examination of how poverty-related challenges
emerged in the educational context.
By using thematic analysis, the study was able to identify key themes related to:
- Lack of access to learning materials and technology.
- Emotional and psychological impacts of poverty.
- Inequities in assessment design and curriculum expectations.
- Resilience and coping strategies employed by learners.
The thematic analysis in this study followed Braun and Clarke’s (2006) six-phase
framework:
1. Familiarisation with the data: Data were read and re-read to become deeply familiar
with the content. Notes were taken on initial observations and possible codes.
2. Generating initial codes: Key features of the data were systematically coded. Examples
include: 'no access to Wi-Fi', 'shared textbooks', 'absenteeism due to transport costs'.
3. Searching for themes: Codes were grouped into broader themes such as 'resource
inequality', 'psychosocial stress', and 'institutional gaps'.
4. Reviewing themes: The themes were refined and checked against the data to ensure
they accurately captured patterns without overlapping.
5. Defining and naming themes: Each theme was clearly defined to articulate its
relevance to the research question.
6. Producing the report: Themes were linked back to the literature and research
objectives, providing both description and interpretation of the data.
Thematic analysis proved to be an effective and appropriate method for uncovering how
poverty affects learners in educational settings. It provided rich insights and enabled the
development of meaningful interpretations grounded in both the data and relevant
literature. By systematically analysing patterns and themes, the study offers practical
implications for educators and policymakers seeking to create more inclusive and
supportive learning environments.
Personal Reflection: Achievements, Challenges, and Future Preparation
Working on this research project has been both a challenging and enriching experience. It
provided me with an opportunity to explore a topic that is not only academically
important but also personally meaningful. Investigating the effects of poverty on students'
education helped me connect my own teaching practice with broader social justice issues
in education.
One of my key achievements was developing the ability to think critically and
reflectively about the teaching and learning environment. I was able to:
- Apply research skills such as document analysis and thematic coding.
- Synthesize literature to support and contrast with my findings.
- Deepen my understanding of the Curriculum and Assessment Policy Statement (CAPS)
and its application in under-resourced contexts.
- Strengthen my academic writing skills and improve my ability to present ideas in a
structured, coherent way.
This project also gave me confidence in conducting independent research—something
that felt daunting at the beginning but became more manageable through consistent effort
and guidance.
The biggest challenge I encountered was collecting meaningful observations during
teaching practice under time constraints. Often, the impact of poverty was subtle or
hidden, requiring careful interpretation and reflection. Another challenge was accessing
current, credible sources to support the literature review, especially those focused on the
South African context.
I also found it emotionally difficult to witness how some learners were trying to thrive
despite extremely difficult personal and socio-economic circumstances. Balancing
emotional involvement with objective research remained a learning curve.
This project has equipped me with several foundational skills necessary for postgraduate
study, especially for a BEd Honours degree. These include:
- Research design and methodology understanding.
- Academic writing and referencing using the Harvard style.
- The ability to critically analyse and interpret data.
- Experience in linking theoretical knowledge with practical classroom realities.
More importantly, this project has deepened my passion for inclusive education and
social justice, which I plan to explore further in my future studies. It has also made me
aware of the kind of educational researcher and practitioner I want to become—one who
is empathetic, data-informed, and committed to transformation in education.
