Abstract:
This study took a phenomenological look at how students from marginalised
categories effectively outsmarted marginalisation in a neo-colonial setting, Ghana,
West Africa. In-depth, semi-structured interviews and observations were conducted
with ten University of Education – Winneba (UEW) students. The participants were
first-generation students, and they represented various categories of people who were
different and were often marginalised by general society. The categories represented
were: positive HIV status; visual, hearing/speech, physical and learning impairments;
perceptions of sexuality and citizenship; albinism; gender; and quasi-orphaned status.
After fully developing the narratives of each study participant and combing through
the data, themes were identified. The study found that, for various reasons, the
students had little to no support from family. Additionally, many of their parents
were absent from their lives. They therefore did not have benefits of cultural
reproduction, whereby norms and values are passed down through the generations.
The study also found that the students endured many slights and discouragement
through situations and with people and institutions. Although they had to deal with
the same social structures that prevent marginalised people from meeting their goals,
the participants, through self-efficacious means, advanced their higher educational
aspirations; they persevered and effectively transformed negativities into fuel which
buoyed them and their self-efficacy towards their goals. Their lived experiences at
times affected their senses of belonging, but they were not to be left out of the
institution of higher education. The students used negativity in their lived experiences
to successfully deal with and overcome hurdles. In terms of implications for theory,
the study uncovered an additional source of self-efficacy, converted or transformed
social persuasion. This study serves to inform policies and psychosocial practices in
Ghana and in Africa generally, with respect to marginalised populations, those who
are often expected to fail in attempts at far-reaching goals.
Description:
A thesis in the Department of Psychology and
Education, Faculty of Educational Studies, submitted
to the school of graduate studies, University of
Education, Winneba in partial fulfilment of the
requirements for Award of the Doctorate of
Philosophy (Guidance and Counselling) Degree.
DECEMBER, 2016