GADRA Success Story: Masimange Jezi almost fell through the cracks

Date Released: Thu, 12 February 2026 14:39 +0200

By: Lance Myburgh

Masimange Jezi’s journey to Rhodes University is not a story of effortless achievement; it is a story of recovery, support and self-belief rebuilt over time. It is also a powerful illustration of how research-driven educational interventions can prevent capable students from slipping quietly through the cracks.

Raised in Joza, Grahamstown, Masimange grew up in a large, close-knit family, one she describes with pride and affection. “It’s mostly women, and they’re the real MVPs,” she said, reflecting on a household shaped by values of respect, humility and collective responsibility. At the centre of this support system was her aunt, whom Masimange credits as a guiding force. “My aunt’s like the glue that holds us together, making sure we’re sorted and focused on our studies.”

Her schooling journey began at George Dickerson Primary School and continued at Nombulelo Secondary School. Like many learners navigating complex social and academic pressures, her final year of high school did not unfold as she had hoped. Matric in 2023 left her feeling disappointed and uncertain. “It felt like I let everyone down, especially myself,” she admitted. Although she consistently passed, she struggled to move beyond being “that B passing student.”

One of her most significant challenges during this period was fear of missing out. Balancing social life with academic responsibility proved difficult, and she began associating with peers who did not support her educational goals. “At the time, I believed that participating in social events was essential to my high school experience,” she reflected, acknowledging that she later realised she had drifted off course. Time management, she said, was a skill she was still learning, with exam periods often marked by stress and last-minute preparation.

Rather than allowing this setback to define her, Masimange chose to reset. In 2025, she enrolled at GADRA Matric School, a decision that would become a turning point in her academic and personal development. “Finally felt like I was where I was supposed to be,” she said.

GADRA’s work, closely associated with Rhodes University, reflects a broader research commitment to understanding how confidence, belonging and structured support influence educational outcomes. Research conducted at Rhodes consistently shows that academic potential is often constrained not by ability but by context. Masimange’s experience brought this research to life.

Her first term at GADRA was not without difficulty. Adjusting to a new environment was challenging, and her naturally shy disposition made it hard for her to speak up in class. “I was hesitant to ask questions and feared being perceived as struggling,” she said. However, from March onwards, she deliberately decided to participate more actively in class discussions. That choice marked a shift not only in her academic performance, but in her sense of self.

One module in particular proved transformative. “The Religion Studies module helped me develop my time management skills,” she explained, noting the heavy workload and sustained effort it required. She set herself an ambitious goal of achieving 85% in a subject she had never studied before. While she ultimately achieved 82%, the result was deeply affirming. “I was ultimately pleased with my 82% final mark,” she said, attributing her success to the dedication and encouragement of GADRA’s educators.

“I attribute my success to the dedication and support of the GMS educators, who not only provided academic guidance but also offered personal advice and encouragement,” she added. “I am proud to be a product of their efforts.”

That support culminated in a moment Masimange describes as unforgettable. When she received her final acceptance offer from Rhodes University, the emotion was overwhelming. “Overcome with joy, I couldn’t contain my emotions,” she said. Receiving her student ID confirmed what had once felt uncertain. “This is it, I’ve made it.”

For Rhodes University, stories like Masimange’s speak directly to its mission to serve the common good through research that responds to real social challenges. By investing in educational pathways that recognise non-linear journeys, the university demonstrates how research can translate into opportunity, resilience and long-term impact.

Masimange is now studying towards a Bachelor of Arts degree, with plans to major in Geography and Sociology. Looking ahead, she hopes to pursue Honours studies and contribute meaningfully to society. “I aspire to lead initiatives that empower communities to adapt to climate-related challenges and to unlock the potential of organisations to drive positive social and environmental change,” she said.

Her journey underscores a simple but powerful truth. When institutions invest in research that informs compassionate, evidence-based support, students do not merely pass through the system; they find their voices within it. And in doing so, they become agents of change themselves.

 

Source:The Division of Communications & Advancement