Post-Secondary education challenges of students from ethnic minorities groups living on commercial farms in peri-urban areas in Zimbabwe

Abstract

The increasingly globalising and competitive world makes it imperative for all students to pursue post secondary education. However, some minority students remain excluded from post-secondary education for one reason or another. In Danckwerts Chewa Ethnic Community in peri-urban Harare of Zimbabwe, less than 3 students pursue post-secondary education annually. This problem was explored from bio-ecological and sociocultural perspectives. This qualitative study used a purposive homogenous sampling technique to select 12 participants who provided data required to answer the research question. Data were also generated through in situ observations. The results showed that the problem was rooted in the community’s diasporic immigrant background which focused on working ahead of education. Thus, parents in the research site were not supporting their children to pursue post-secondary education. In recent times, the problem was amplified by soaring unemployment rate in Zimbabwe which rendered post-secondary education a zero return investment. Based on these findings, the study recommended that minority students should pursue post-secondary education for its long term social and economic benefits which promote social mobility.