Abstract
First-generation university students (FGSs) may lack the academic literacy (AL) proficiency necessary for their university success and socio-economic progression. In South Africa, this situation is strongly linked to the country's apartheid history. Using a critical epistemological stance, this article explores the internal and external strategies and resources used by South African undergraduate FGSs. Those assets help them to transcend their lack of AL capital and persist at university. This article is underpinned by Bourdieu's (1986) capital theory, particularly its central tenets of capital inheritance and acquisition. The research adopted a qualitative approach, and the study was based on a single case-study design. The methodology consisted of using pre-and post-module semi-structured individual interviews. Interviews with 36 South African first-year FGSs constituted the data collection method. The thematic analysis of the interview transcripts was the data examination technique. The research revealed that because their families lack relevant socio-cultural capital, FGSs enter university without the necessary academic and disciplinary literacies. Thus, they encounter several AL challenges. Their impetus to change the plight of their families prompts FGSs to deploy internal and external stratagems and assets that enable them to avoid dropout. Their desire and determination to succeed academically and change the socio-economic circumstances of their families entail significant emotional and psychological tensions. The resolve to succeed and related challenges imply that FGSs assume the dual status of messiahs and martyrs. Thus, it is recommended that academic development and support, as well as psychological counselling services, work closely with academics to support FGSs.