Since the 1980's, the University of Witwatersrand (Wits) has adopted various methods to increase access for previously excluded groups--i.e. instituted affirmative action and alternative admissions practices, created academic support units, and, to some extent, restructured the curriculum. Despite these efforts, Wits' transformation process has been tumultuous. Demonstrations were staged to register dissatisfaction with the pace and process of the institution's transformation. The following questions were used to examine the institutional activities designed to transform from a racially segregated institution to a multiracial community: (1) How successful has Wits been at instituting curricular reforms and changes in teaching strategies so that admission to higher education for black South African students is not simply a revolving door? (2) To what extent have the type of academic support services, the availability of financial aid, the availability of on-campus residential accommodations, and general advising support been instituted to enhance the success rates of BSA students? and, (3) Do black South African students perceive themselves as valuable members of the campus community with the potential to graduate? As part of research efforts to examine these questions, group and individual interviews were conducted with administrators, faculty, and students. Institutional documents were examined in an effort to gauge the effectiveness of inclusion policies and practice. In addition, a standardized survey was used to gauge student attitudes about their environment. This study found that strategic planning efforts needed to be undertaken in a manner which included representation from a cross-section of the campus community. Long-range strategic planning would help to alleviate the racial segregation and messages of black inferiority encouraged by many of the existing policies. In the midst of this process, care should be taken to ensure that discrimination is not inadvertently institutionalized. Lastly, more effective strategies should be adopted when dealing with a politically active black South African student population.
