Doing being and becoming a first year occupational therapy student

 

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dc.contributor.author Janse van Rensburg, Viki
dc.date.accessioned 2019-04-12T13:05:29Z
dc.date.available 2019-04-12T13:05:29Z
dc.date.issued 2011
dc.identifier.citation van Rensburg, V. J. (2011). Doing, being and becoming a first year occupational therapy student. South African Journal of Occupational Therapy, 41(2), 8-13
dc.identifier.uri http://hdl.handle.net/11427/29971
dc.description.abstract This paper explores the experiences of three occupational therapy students from middle-class backgrounds who encountered academic challenges during their first year. In contrast to notions of academic risk being linked to constructs of working class status or being first generation university entrants, the three students in the case study came from middle class backgrounds, had parents and siblings who held tertiary qualifications and had attended ‘good’ schools. This study forms part of a larger, longitudinal research project that explores students’ learning by tracing their progress over the course of the undergraduate years. Bourdieu’s analytical constructs of habitus, field and capital were used to analyse data obtained from individual interviews, a focus group interview, questionnaires and examples of students’ written work. The challenges experienced are reported in three themes - challenges in academic literacy; in balancing social life with academic demands; and in negotiating diversity and complexity in a new social world.
dc.source South African Journal of Occupational Therapy
dc.source.uri http://www.sajot.co.za/index.php/sajot
dc.title Doing being and becoming a first year occupational therapy student
dc.date.updated 2019-04-02T13:27:19Z


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