A Systematic Review of Support Systems for Disadvantaged Postgraduate Students in South African Higher Education Institutions: A Decolonial Perspective

Sustainable Development Goal 4 calls for inclusive and equitable quality education for all. While South Africa has made progress toward achieving this goal, significant challenges remain, particularly in improving throughput rates among disadvantaged postgraduate students. This is evident in low completion and graduation rates, with many students unable to complete their studies within the expected timeframes. These inequities extend beyond racial lines to reflect the complex social injustices tied to students’ socioeconomic, linguistic and geographical backgrounds. Despite policy reforms aimed at transforming South African higher education, systemic inequalities rooted in apartheid and colonial legacies persist, disproportionately affecting disadvantaged students. These students face financial constraints, cultural alienation and inadequate academic mentorship, which hinder their academic success. Existing support systems often fail to address these challenges effectively, largely because they remain exclusionary and misaligned with the socio-historical realities of these students. This chapter examines whether current support systems adequately support disadvantaged postgraduate students and explores how a decolonial approach can help reimagine these systems to ensure access with success and equity in higher education.