n South African Journal of Higher Education - Background knowledge and epistemological access : challenges facing black women in a set scholarship programme : part 2
|Article Title||Background knowledge and epistemological access : challenges facing black women in a set scholarship programme : part 2|
|© Publisher:||Higher Education South Africa (HESA)|
|Journal||South African Journal of Higher Education|
|Affiliations||1 University of the Witwatersrand, 2 University of the Witwatersrand and 3 University of the Witwatersrand|
|Publication Date||Jan 2015|
|Pages||373 - 389|
|Keyword(s)||Background knowledge, Epistemological access, Knowledge-how, Knowledge-that, Scholarship programme and Women in science|
In promoting access to higher education in an unequal society there is a concern that universities may operate in a manner that values background knowledge associated with those who have access to a privileged class location. The authors focus on background knowledge, its contribution to epistemological access to higher education and how such background knowledge is likely to affect black women's academic success. They analyse interviews with 19 black women from socio-economically disadvantaged backgrounds who are recipients of a Science, Engineering and Technology (SET) scholarship, utilising Ryle's (1945) distinction between knowledge-how and knowledge-that, to understand their challenges in gaining epistemological access to university. Despite the scholarship programme's comprehensive support, the findings suggest that students who enter with background knowledge acquired at well-resourced high schools are academically advantaged. The authors argue that SET scholarship programmes which recruit low-income students are necessary, but insufficient interventions for enabling epistemological access. Further responsiveness is required on the part of the university.
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