Abstract
The low level of student success in South Africa is an intractable problem with levels
of success differing amongst the various groups that make up South African society. One of
the major constraints influencing student success involves the Socio‐Economic Status (SES) of
newly entering students. In the South African context with its very high levels of SES inequality
and other social stratifications, a better understanding of issues related to SES would allow
them to be addressed in targeted ways leading to improved student success. This study was
conducted at the University of Johannesburg and used data collected between 2010 and 2015.
In this study the SES of students were determined by measuring their self‐reported Living
Standards Measure (LSM) level. The relationships between the SES level and various sociodemographic
variables were then tested using the chi‐square test with standardised residuals.
The trends that emerged can assist institutions in gaining a more nuanced understanding of
SES and its impact in the South African context. Three clear clusters emerged each with their
own distinguishing attributes and risk profiles.