What does it mean to be 'disadvantaged student' in the research arena?

In a country like South Africa, often words will take on specific meanings, due to our contextual history of Apartheid.  In particular, the word 'disadvantaged' often is linked to being 'Black'.  Well, the dictionary defines disadvantage as "something that puts one in an unfavourable position or condition".  Once we use the word disadvantaged, it describes it as a situation that is "marked by deprivation especially of the necessities of life or healthful environmental influences".

The definition that I want to take on in this argument is more the deliberate creation of two different 'worlds' where the one group of people have no choice but to over from their world in order to benefit from the other, especially the research world.  So, the academic disadvantaged student I am talking about has one or more of the following characteristics: (1) poor or inadequate preparation during schooling years, (2) recipient of benefits and 'handouts' from others, (3) living in a situation that reflects a constant survival mode, (4) has English at a second or foreign language level, (5) has a cultural heritage that is not represented in the mainstream curriculum, (6) gained 'success' through examination writing and memorisation of facts, (7) has no appetite for reading, (8) has a limited or no critical 'eye' when engaging in debates, (9) does not have or believe in the importance of his/her own voice, (10) lack the discipline of working consistently and independently, (11) lacks the habit of engaging in writing on a regular basis, (12) lacks the self-esteem and will to eradicate 'petty excuses', (13) has a tendency to 'feel sorry for him/herself', etc.

Looking at Maslow's hierarchy of needs, we are not talking about the first three levels (physiological, safety and social needs), but rather the last two levels.  Reflecting on the definitions at the beginning of this article, most referred to the first three levels.  Most traditionally defined 'disadvantaged students' would have developed strategies and approaches to overcome these initial levels.  But it becomes more difficult when they enter the research world, where the last two levels play an important role.  It is often assumed by supervisors that research students should be at the last two levels.  Supervisors of disadvantaged students should therefore assist them in BRIDGING THE GAP, or assist them in GETTING OVER THE HURDLE from the first three levels, to the last two levels.  If these 'esteem', and 'self-actualisation' needs are not managed, most disadvantaged learners will struggle to complete their theses, let alone doing on time.