From Struggle to Success

Abstract

The importance of mathematics in gaining access to and succeeding in higher education is well-known. Across the world, including in South Africa, different strategies have been implemented to support mathematics-based access and the success of learners (Sholihah, 2024; Hunter et al., 2022; WestEd, 2022a). In 2010, the US higher education system faced several challenges within the community college space, with mathematics being identified as one of the most significant barriers to college completion. This was further complicated by the community college system expected to serve 41% of undergraduate students in the US, where more than half of these students faced food insecurity and about a quarter faced homelessness, with many of the students being dependent on government funding through PELL grants to access higher education. Inevitably, community colleges had high drop-out rates and an average six-year graduation rate of around 39%. In an environment where a college degree was increasingly vital to earn a living wage, the call for change was evident (Bailey et al., 2010), also as community colleges mostly served students from previously disadvantaged racial groups and students with lower socio-economic status. Through collaboration with educators and following a research-based approach, the Pathways programme was then developed to create a more equitable mathematics education system, transforming mathematics education to being more relevant to students’ lives and becoming a gateway, rather than a gatekeeper, to student success (WestEd, 2025). The persistent challenges and negative stereotypes around mathematics in South African schools undermine mathematical resilience amongst university students, leading to increased anxiety, feelings of alienation, and high drop-out rates in mathematics-related programmes (Msomi & Rzyankina, 2024; Khumalo et al., 2022). A lack of sense of belonging and inadequate school preparation often leave students ill-equipped for the rigours of university-level mathematics, making resilience defined by adaptive coping strategies, support networks, and reflective learning crucial for success (Mabulana, 2025; Khumalo et al., 2022). Without targeted interventions that foster both academic support and belonging, many students continue to struggle to develop the resilience needed to persist in their mathematics studies at university (Khumalo et al., 2022).