Microsystem factors which hinder the pursuit of education beyond high school by ethnic minorities in peri-urban Harare, Zimbabwe

Abstract

The pursuit of education beyond high school (EBHS) signals upward social mobility and fosters equality, social justice, peace and sustainable livelihoods across the ethnic divide. The worldwide expansion of EBHS, nourished by a global society which is increasingly dependent on technology, has not fully embraced all students from ethnic minority groups who live on the margin of society. This qualitative study explored the microsystem factors which hinder the pursuit of EBHS by students from Chewa Ethnic Minority Groups in peri-urban Harare of Zimbabwe. The study focused on Danckwerts Chewa Ethnic Community (DCEC) whose students were not pursuing EBHS after they completed high school education. The study was guided by the Bio-ecological Systems and Sociocultural Theories. The study used a demographic questionnaire, in situ observations, in-depth interviews and focus groups to collect data from 24 participants who were purposefully sampled. Findings show that DCEC was traditionally a non-EBHS oriented community. DCEC in general and the affected students in particular focused on readily available employment offered by their host (Danckwerts Commercial Farm) at the expense of pursuing EBHS. Lack of parental support, non-EBHS peer influence and lack of relevant role models were some of the hindering factors. The use of bio-ecological and sociocultural models to focus on micro level barriers provided a fresh perspective on understanding context-specific factors which hindered the pursuit of EBHS by students from ethnic minority groups, especially those with immigrant background.