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Campbell, Catherine Magda. "Identity and gender in a changing society : the social identity of South African township youth." Thesis, University of Bristol, 1992. http://hdl.handle.net/1983/f57ac2b1-dc45-43d2-8663-641cc13e8cee.
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Mohale, Keneuoe. "An expression of South African youth identity : understanding deliquency, violence and vandalism amongst the youth in selected informal settlements." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020155.
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This study sought to explore the perceptions of violence by the youth and to investigate the causes and consequences of violence amongst the youth. Specifically, the study aimed at exploring why the youth are predisposed to violence and violent crimes in informal settlements. A qualitative research design was used in this study. The researcher made use of the qualitative design because it allows for the richness of the personal experiences and meanings of the respondents to be explored, allowing the researcher to uncover variations between respondents. Based on the qualitative design, the study utilised the in-depth interview to solicit the views of young people living in New Brighton Township in Port Elizabeth in the Eastern Cape Province. The objectives of the study were - To identify consequences of violence.- To assert if violence is normalised within a particular social environment.- To explore what predisposes the youth to violence.- To find out if parenting styles influence youth violence.- To explore the role of models in youth violence and crime. The respondents were selected through purposive sampling as the researcher sought typical and divergent data from the respondents. Data was collected through focus group interviews with nine young people aged nineteen to twenty- four years. The study established the following: Firstly, that violence is high in South African communities. It also found the following factors to be contributing to these high levels of violence: socialisation, unemployment, and family structures. The findings also indicated that some kinds of violence are normalised within the societies in which young people grow up in. Findings also indicate that, as a result of these violent behaviours, many South African youth lose their lives while others are imprisoned. This study also found that the environment in which a child grows up in has a greater impact on the child’s later behaviour in life. Overall, the study concluded that violence amongst the young people is a major problem facing South African communities. As one of the recommendations, the researcher indicated that punishing young people through imprisonment is not the solution, especially in a country where so many people are living in wretched poverty. Rather, the researcher recommended that minimising the levels of violence to which young people are exposed to on a daily basis could be one of the effective intervention strategies for decreasing this pandemic. This can be achieved by involving families, schools and communities in minimising this kind of exposure.
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Turner, William L. "Ego identity development in black college students: the effects of self-esteem, ethnic identity and family environment." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39099.
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Kegel, Terry. "Effect of the Zionist youth movement on South African Jewry negotiating a South African, Jewish, and Zionist identity in the mid-20th century /." Diss., Connect to the thesis, 2004. http://hdl.handle.net/10066/670.
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Hodges-Popova, Mary Margaret. "Mandela's Children and Youth Day: Representations of National Identity in South African News Media." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/196077.
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Following the demise of apartheid, legislative, political and social practices were dramatically changed to promote equality and shared access for all South Africans. Newspapers and other mass media texts give insight to the co-construction of ethnic identity post-apartheid and evidence the emergence of a new dominant cultural narrative. In this new dominant cultural narrative, the trope of a colorblind national identity is frequently referenced. Another key component in this narrative construction is the memorialization of past traumatic events. This dissertation examines the news coverage of the 30th anniversary of the Soweto Uprisings, which occurred on June 16, 2006. The Soweto Uprisings will be framed as a "cultural trauma" (Alexander et al., 2004) and methods of critical discourse analysis will be used to examine the public construction of national identity in the post-apartheid era.The following questions guide the analysis of news media discourse: What changes to the South African national identity are evidenced in news stories covering the anniversary of the Soweto Uprisings? Do racially distinctive communities participate equally in the creation of this media discourse? In what ways are South African ethnic minorities "othered" in news features? How did/does the dominant cultural narrative evidenced in the media discourse influence the construction and management of racial identities in the larger context of South African society? The examination of the co-construction of national and racial identities in these news features draws upon an amalgamation of CDA methodologies outlined in Fairclough (1995, 1999), van Dijk (1988, 1991), and Wodak (Wodak & Weiss, Eds., 2003). The creation and re-creation of a shared history from the collective trauma of forcefully imposed, restrictive racialized communities is a dimension of national identity construction saliently evidenced by changes in the public discourse or dominant/counter narratives. Media discourse illustrates the emergence of colorblind national identity as the desirable, or default, national identity in post-apartheid South Africa and highlights the journalistic role in the creation and management of racial and national identities, liberation narratives, and reconciliatory discourses.
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Hudgens, Tanée M. Kurtz-Costes Beth. "Racial socialization and identity across the transition to middle school among African American youth." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2349.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2009.Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Psychology Developmental. " Discipline: Psychology; Department/School: Psychology.
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Bobby, Kim Renee. "Small school conversion and African-American student academic identity and aspiration /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7822.
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Kubeka, Alvina Makhosazana. "NAVIGATING ADOLESCENCE: THE EXPERIENCES OF AFRICAN AMERICAN AND BLACK SOUTH AFRICAN YOUTH AND THE ROLE OF RACIAL IDENTITY AND RELIGIOUS SOCIALIZATION." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1268144774.
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Foubister, Caroline Ann. "Navigating their way : African migrant youth and their experiences of schooling in Cape Town." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6691.
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Thesis (MEd)-- University of Stellenbosch, 2011.ENGLISH ABSTRACT: Migration has been described as “the quintessential experience” of the contemporary period (Berger, 1984). Across the world this global phenomenon has been chiefly driven by conflict, persecution and poverty resulting from destabilisation in the various home countries of millions of individuals. Within the process of worldwide migration, South Africa receives perhaps the largest number of asylum seekers in the world and according to the UNHCR (2010) the majority of migrants entering South Africa are children or youth. Crucially, this increased migration into South Africa is occurring at a time when the majority of South Africa's general populace is still struggling with the aftermath of apartheid and increased levels of poverty and unemployment. In this qualitative, interpretative study I focus on how a group of 20 African migrant youth that live in Cape Town and attend one local school engage with the migratory experience and navigate their way through local receiving spaces. I assert that these spaces, which include both home and school, mark the youth in very particular ways and bring into focus key aspects of identity, culture, social worlds, imagination and aspiration. The main conceptual contribution of the thesis is the idea that we are all migrants in the current world, whether we physically move or whether our lives are moved by the impact of increasing global flows. Consequently, we need to develop, it is argued, a frame of thinking that makes the migrant central, not ancillary, to historical process. For that purpose I utilise the theoretical lenses of Pierre Bourdieu, Arjun Appadurai, and Tara Yosso to argue that the African migrant youth in the study are not passive recipients bombarded by the forces of globalization and migration, but are active agents in the shaping of their local realities. By linking individual biographies to the questions they raise about larger global, social and historical forces I attempt to offer a temporalized account of late-modern life that incorporates the contemporary conditions that the African migrant youth face as they navigate urban social arrangements, and the daily educational challenges of their local school. A further contribution of the thesis is the documenting of the particular internal and external resources that the 20 African migrant youth drew on to motivate and assist them to navigate their schooling and social lives, as they faced up to the growing uncertainties of their new "foreign‟ spaces.
AFRIKAANSE OPSOMMING: Migrasie is al beskryf as “die wesenservaring” van die moderne tyd (Berger, 1984). Oral ter wêreld word hierdie globale verskynsel hoofsaaklik aangedryf deur konflik, vervolging en armoede wat die gevolg is van destabilisasie in die onderskeie lande van herkoms van miljoene mense. Binne die wêreldwye migrasieproses is Suid-Afrika die land wat waarskynlik die grootste getal asielsoekers ter wêreld ontvang, en volgens die Verenigde Nasies se hoëkommissaris vir vlugtelinge (UNHCR, 2010) vorm kinders of jeugdiges die grootste groep migrante wat Suid-Afrika binnekom. Wat van kardinale belang is, is dat hierdie toenemende migrasie na Suid-Afrika plaasvind op ʼn tydstip waarop die meerderheid van Suid-Afrika se breë bevolking steeds worstel met die nalatenskap van apartheid en verhoogde vlakke van armoede en werkloosheid. Hierdie kwalitatiewe, kwasi-interpretatiewe studie fokus op die wyse waarop ʼn groep van 20 jeugdige Afrika-migrante, wat in Kaapstad woon en dieselfde plaaslike skool bywoon, migrasie-ervarings hanteer en hulle weg deur die plaaslike ontvangsruimtes baan. Ek voer aan dat hierdie ruimtes, wat sowel die huis as die skool insluit, 'n baie duidelike stempel op jeugdiges laat en die aandag op sleutelaspekte van identiteit, kultuur, maatskaplike wêrelde, voorstellings en strewes vestig. Die hoof- konseptuele bydrae van die tesis is die gedagte dat ons almal in vandag se wêreld migrante (van welke aard ook al) is, of ons nou fisiek verskuif en of die impak van toenemende wêreldwye strominge verskuiwings in ons lewe veroorsaak. Daarom, word daar geredeneer, moet ons ʼn denkraamwerk ontwikkel wat die idee van die “migrant” sentraal tot die historiese proses stel, eerder as ondergeskik daaraan. Vir dié doel gebruik ek die teoretiese lense van Pierre Bourdieu, Arjun Appadurai en Tara Yosso om aan te voer dat die jeugdige Afrika-migrante in die studie nie passiewe ontvangers is wat deur die kragte van globalisering en migrasie rondgeslinger word nie, maar dat hulle aktiewe agente is wat hulle plaaslike werklikhede self kan vorm. Deur individuele lewensverhale te koppel aan die vrae wat dit oor groter globale, maatskaplike en historiese kragte laat ontstaan, bied ek ʼn getemporaliseerde weergawe van die laat-moderne lewe, met inbegrip van die eietydse omstandighede wat jeugdige Afrika-migrante in die gesig staar namate hulle hul weg deur die stedelik-maatskaplike organisasie moet vind, asook van die daaglikse opvoedkundige uitdagings van hulle plaaslike skool. Verder lewer hierdie tesis ʼn bydrae deur die interne en eksterne hulpbronne te dokumenteer wat hierdie 20 jeugdige Afrika-migrante gebruik het om hulle te motiveer en te help om hulle skool- en maatskaplike lewe te rig namate hulle die toenemende onsekerhede van hulle nuwe, “uitlandse” ruimtes moes aandurf.
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Papaioannou, Andromachi <1983>. "Who can (not) be Greek? Citizenship, Identity and Belonging among youth of sub-Saharan African background in Athens." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2013. http://amsdottorato.unibo.it/6038/.
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‘Who can be Greek?’ This was the question posed to the Greek society for the first time before the implementation of the Act 3838 in March 2010 which gave the right to access the Greek citizenship -under specific preconditions- to all children of legal migrants born or schooled in Greece. This change of the Nationality Code in order to include all those children was coincided by the economic crisis resulting into the rise of xenophobia, racism and extreme-right rhetoric. The outcome was the cancellation of the Act 3838 by the State Council in February 2013.
Under this particular framework, the notions of identity and belonging formed among the youth of African background in Athens are explored. The ways those youngsters perceive not only themselves but also their peers, their countries of origin and the country they live in, are crucial elements of their self-identification. Researches have shown that the integration of the second generation is highly connected to their legal and social status. However, integration is a rather complex process, influenced and shaped by many variables and multiple factors. It is not linear; therefore, its outcomes are difficult to be predicted. Yet, I argue that citizenship acquisition facilitates the process as it transforms those children from ‘aliens’ to ‘citizens’.
How these youngsters are perceived by the majority society and the State is one of the core questions of the research, focusing on the imposed dual ‘otherness’ they are subject to. On the one hand, they have to deal with the ‘otherness’ originating from the migrant status inherited to them by their parents, and on the other with the ‘otherness’ deriving from their different phenotypic characteristics. Race matters and becomes a means of discrimination against youth of African background who are perceived as inassimilable and ‘forever others’.
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Washington, Gregory. "An analysis of the influence of afrocentric values and ethnic identity on the drug attitudes of African-American male youth." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2003. http://digitalcommons.auctr.edu/dissertations/892.
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This study examines the factors contributing to the attitudes pre-adolescent African-American males develop regarding drug usage. The sample of the study was composed of 61 pre-adolescent African-American males who were residents of a public housing complex in Atlanta, Georgia. This is a poor community plagued by illicit drug activity and related crime that contributes to concerns about the negative impact this environment has on the lives and attitudes of young African-American males.
The study was based on the premise that a high level of Afrocentric values and a positive ethnic identity could be correlated to the presence of healthy drug attitudes in African-American male youth. This could be particularly significant for young African-American males because they have historically experienced greater levels 1 of drug- related problems. The Afrocentric conceptual framework was utilized to explain the relationships between the variables in the study.
An exploratory analysis approach was used to analyze data gathered from the 61 families in the University Homes. A research design that included quantitative and qualitative components was utilized. Statistical analysis of the data was conducted via descriptive statistics, the Pearson r correlation coefficient, and logistic binary regression. In addition, a focus group was used to add depth of understanding about the cultural constructs.
The researcher found no significant relationship between Afrocentric values and drug attitudes nor ethnic identity and drug attitudes. Spirituality was significantly correlated with the drug attitudes of the 11- and 12-year-olds in the sample. Spirituality, a component of the independent variable Afrocentric values, explained some variance in drug attitudes of the sample. The qualitative analysis revealed a consistent sense of ethnic pride and group belonging.
The conclusions drawn from the findings suggest that spirituality is an Afrocentric value that may contribute to the effectiveness of drug use prevention programs. The findings from the qualitative research suggest the group belonging component of ethnic identity may have implications for programs that contribute to the positive socialization of young African-American male youth. There are also implications for future research that examines the relationships between Afrocentric values and the drug attitudes of the older pre-adolescents.
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LaViscount, David F. "Inside the Black Box of Mentoring: African-American Adolescents, Youth Mentoring, and Stereotype Threat Conditions." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2622.
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Despite a narrowing trend over the past forty years, the racial academic performance gap between non-Asian-American minority students and European-American students remains an overarching issue in K-12 schooling according to the Stanford Center for Education Policy Analysis (2017). Du Bois’s (1903) theory of double consciousness is implicated in the performance gap phenomenon. Though not explicitly connected, Steele and Aronson’s 1995 study revealed stereotype threat (STT) to be an empirical explanation of the negative impact of double consciousness. Steele et al.’s study revealed a psycho-social contributor to the racial academic performance gap, STT. STT is characterized by performance suppression caused by the fear of fulfilling a negative stereotype or the fear of being judged based on a negative stereotype attributed to one’s social identity group. The activation of this phenomenon is related to identity threatening cues, a systemic issue laden in the academic environment (Purdie-Vaughns, Steele, Davies, Ditlmann, & Crosby, 2008). To date, over 300 studies have been conducted on STT according to a meta-analysis conducted by Pennington, Heim, Levy, and Larkin (2016). Though certain experimental studies featuring mentoring as a vehicle for shifting stereotype narratives have yielded useful practices for STT reduction (Good et al., 2003), qualitative design, which is seldomly employed in the STT field, may produce an understanding of the phenomenon that is not possible through a deductive approach (Ezzy, 2002; van Kaam, 1966). The purpose of this phenomenological study was to explore African-American adolescent student perceptions of the impact that mentoring has on their schooling experiences while under STT conditions. The findings of this study demonstrated that African-American adolescents perceived mentoring to positively impact their schooling experiences and helped them to cope with STT activating cues in the environment. The participants discussed structural aspects of the relationships, personality attributes of the mentor, and specific mentor guidance. Participants also discussed a documented STT intervention that fell outside of the parameters of their mentoring relationships that positively impacted their schooling experiences and abilities to cope with STT cues – affirmations (Cohen, Garcia, Apfel, & Master, 2006; Walton et al., 2012). Recommendations for practice and future research are presented.
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Woods, Taniesha A. Kurtz-Costes Beth. "Racial socialization, racial identity, and achievement in the context of perceived discrimination understanding the development of African American middle school youth /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,365.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Psychology (Developmental Psychology)." Discipline: Psychology; Department/School: Psychology.
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Lee, Joanna M. "Black Youth and the Boys in Blue: Associations Between Police Treatment, Mental Health, and Ethnic Identity in African American Juvenile Offenders." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/5124.
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PsychologyPh.D.;
The present study was conducted to further our understanding of the correlates of and variations in perceptions of police treatment among African American adolescent offenders. Ethnic identity development can play a role in youths' sensitivity to stigma, but whether this finding applies to black youth involved in the juvenile justice system has not been explored. Although there is evidence for a robust association between perceptions of discrimination and negative psychological outcomes, there is a dearth of research that investigates a) the directional nature of these associations, and b) how associations vary as a function of perceptions of personal and group discrimination. Participants were 501 African American youth ages 14-18 who were adjudicated of a felony or serious misdemeanor in Philadelphia. Data were taken from annual interviews conducted over the course of four years. Increased ethnic identity exploration was related to the perception that police use biased behavior against people from different racial/ethnic backgrounds. Furthermore, there was a relatively stronger association between psychological distress and perceptions of police behavior among youth who reported taking an active role in making meaning of their ethnicity,. Finally, the results of this study support drawing a distinction between personal and global perceptions of discrimination, in that their links to psychological distress differed with respect to the direction of effects. Specifically, whereas negative personal encounters with the police lead to higher levels of distress, being distressed led to more negative global perceptions of the police. This study provides evidence that normative processes in adolescence, like ethnic identity development, operate much the same way among high risk youth (e.g., juvenile offenders) as in more normative samples. This is especially important given that the consideration of normative developmental processes in high-risk samples like juvenile offenders can have implications for rehabilitation efforts. Finally, the present research highlights the need for the education of law enforcement agencies regarding adolescent development and factors that might increase or decrease young people's willingness to comply with the law.
Temple University--Theses
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Knoetze, Katharine. "Crossing the threshold : evaluation of a rites of passage programme in a peri-urban South African community." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/97518.
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Thesis (MA)--Stellenbosch University, 2003.ENGLISH ABSTRACT: Adolescence, especially for boys, is a time of exploration, experimentation and risk taking - "a rejection of the mundane" (Pinnock, 1997, p. 7). As their gender identity develops, boys start to identify with their fathers and require nurturance from them in order to develop an internal locus of control and the strength to successfully cope with life's challenges. Without older men to guide adolescent boys in mastering the tasks necessary for them to attain adult status, boys turn to other boys for assistance in making this transition. In the absence of community involvement and positive male role models, this rites of passage process can have disastrous effects. In 1999 a primary health care clinic was opened in Jamestown (located lOkm south east of Stellenbosch) and the staff at this clinic approached the Department of Psychology at the University of Stellenbosch for assistance, as there was an urgent need for psychological services in the community. The community role players were especially concerned about the male youth in the area, who were identified as being at risk for becoming involved in gang related activities and amongst whom drug and alcohol abuse was on the increase. In partnership with Usiko, a rites of passage diversion programme (targeting twenty-one boys and lasting for a period of nine months) was started at Stellenzicht Secondary School to address this concern. Thirteen men (mentors) were selected from Jamestown and surrounding areas to guide the boys (mentees) through this process. This research assignment is an outcome evaluation from the perspective of the twenty-one young men who participated in the first Jamestown Usiko Youth Project, as well as from the perspective of key informants (parents/guardians and teachers). Feedback from the mentees affirmed that participation in the project had contributed towards an improvement in interpersonal relationships, decreased in involvement in high risk activities, and an inspiration to overcome adverse circumstances. The teachers, however, indicated the need for closer collaboration between the project and the school to counter negative attitudes of the participants. Recommendations received from the mentees, their parents/guardians and teachers have been an invaluable resource ill improving the content and processes of the programme, which is now in its third cycle.
AFRIKAANSE OPSOMMING: Adolessensie, veral vir tienerseuns, is 'n tyd van ontdekking, eksperimentering en waagstukke neem - "a rejection of the mundane" (Pinnock, 1997, p. 7). Soos hulle geslagsidentiteit ontwikkel, begin seuns hulle met hulle vaders identifiseer en ontvang hulle vaderlike ondersteuning. So ontwikkel die seuns mettertyd 'n interne lokus van beheer en die nodige vaardighede wat hulle in staat stelom die uitdagings van die lewe te hanteer. Sonder ouer mans wat aan adolessente seuns die begeleiding kan verskaf om die take te bemeester wat nodig is vir die bereiking van volwassenheid, raak seuns op ander seuns aangewys om hulle by te staan in hierdie oorgangsfase. In die afwesigheid van gemeenskapsbetrokkenheid en positiewe manlike rolmodelle, kan dié deurgangsrites rampspoedige gevolge hê. In 1999 is 'n primêre gesondheidskliniek in Jamestown (10km suidoos van Stellenbosch) geopen en die personeel van dié kliniek het die Departement van Sielkunde van die Universiteit van Stellenbosch genader vir bystand, aangesien daar 'n dringende behoefte vir sielkundige dienste in die gemeenskap was. Die rolspelers in die gemeenskap was veral bekommerd oor die manlike jeug in die area wat geïdentifiseer is as mense wat die risiko loop om by bendeverwante aktiwiteite betrokke te raak en onder wie dwelm en -alkoholmisbruik aan die toeneem was. In vennootskap met Usiko is 'n afleidingsprogram vir deurgangsrites in Stellenzicht Sekondêre Skool begin. Die teikengroep was een-en-twintig seuns en die program sou nege maande duur. Dertien mans (mentors) is uit Jamestown en omliggende gebiede gekeur om die seuns (mentees) deur hierdie proses te lei. Hierdie navorsingsprojek is 'n uitkoms-evaluering vanuit die perspektief van die een-en-twintig jong mans wat deelgeneem het aan die eerste Jamestown Usiko Jeugprojek, sowel as vanuit die perspektief van sleutelinformante (ouers/voogde en onderwysers). Terugvoering van die mentees het bevestig dat deelname aan die projek bygedra het tot 'n verbetering in interpersoonlike verhoudinge, 'n afname in betrokkenheid by hoë-risiko aktiwiteite, en 'n inspirasie om nadelige omstandighede te oorkom. Die onderwysers het egter gewys op die noodsaaklikheid van nouer samewerking tussen die projek en die skool om sodoende negatiewe gesindhede by die deelnemers teen te werk. Aanbevelings wat van die mentees, hulle ouers/voogde en onderwysers ontvang is, was 'n bron van onskatbare waarde om die inhoud en prosesse van die program, wat nou in sy derde siklus is, te verbeter.
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Glover, Erica Joi. "This is Why I Teach! An Investigation into the ongoing Identity Development of African American Educators Teaching in Urban Settings." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1495550892760682.
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Gueye, Barrel. "Gender, identity, culture and education an ethnographic study of the discontinuity of secondary schooling in Senegal, West Africa /." Diss., Online access via UMI:, 2006.
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Mayoma, Jaclisse Lorene. "The identity construction and negotiation of 1.5 generation Congolese migrant youth in Cape Town, South Africa." University of the Western Cape, 2018. http://hdl.handle.net/11394/6678.
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Magister Artium - MAGlobalization has evidently led to an increase in the flow of immigrants across the world, a fact that has and continues to play a significant role in the development of studies on immigration, immigration patterns and the psycho-social struggles that immigrants face; of which identity negotiation in the new context is included. A number of works have been done on the identity negotiation and identity-forming process of immigrant youth. This study attempts to highlight, rather specifically, the unique challenges that 1.5 generation immigrant youth have in forming their identities. Rumbaut coined the term “one-and-a-half generation” to describe “children of Cuban exiles who were born in Cuba but have come of age in the United States” (1976:8). Thus the 1.5 generation immigrant youth constitutes children who were born in their country of origin but was raised and received the education and important experiences in the host country. Hence, the issue of identity becomes important for adolescents such as the 1.5 generation growing up in Diasporic settings. How they come to define who they are, their place in the world and others’ perception of them have significant implications for their successful integration into their new societies (Ogbuagu, 2013). This study takes a socio-cultural approach to investigating the identity negotiation and construction of 1.5 generation Congolese immigrant youth. Sociocultural linguistics refers to an interdisciplinary field which considers language as a sociocultural phenomenon; hence positioning identity as a phenomenon that is socially constructed through language and hence, performed within interaction and conversations.
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Farrington, Katie. "Engaging sense of place in an environment of change: youth, identity and place-based learning activities in environmental education." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1007931.
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This case study investigates sense of place of youth amidst a background of change in postapartheid South Africa. As used in this study, sense of place refers to the attachments made to both physical and social places, and the social and cultural interactions and meanings associated with such places. The research was conducted with a group of 13 young adults at Mary Waters Senior Secondary School in Grahamstown. The literature suggests that the changes that occur in the lives of the participants at school-leaving age such as new opportunities to identify with global aspirations, tend to influence their sense of place in local contexts. Social change that occurs due to globalising forces such as access to new technologies and improved personal mobility, also influences sense of place in this context. Another integral factor is the structural influence of changing cultural and educational norms. These notions form part of the backdrop of this study. The research project was developed in response to calls for learning approaches that are situated more in local contexts and which include the youth as intrinsic participants informing environmental education approaches. This research draws attention to the significance of finding sustainable ways that enhance opportunities for agency on the part of the youth in future local and global environmental care-taking. The study took place over a period of 15 months in which time the participants undertook place-based activities in their communities around self-identified environmental concerns. The study was intentionally generative in approach as this allowed the voices of the participants and their environmental perspectives to be considered in developing methods and activities that were suitable to their particular contexts and interests. The study highlights the relevance of particular social contexts, through the perspectives of people and in this case learners, as key to environmental education enquiries. The combination of approaches that consider: a) knowledge about social context, b) the educational intervention (place-based activities) and, c) the situated social capital of the participants, all form the basis of meaningful pedagogical engagements and serve to address my research question: How is learners' sense of place developed and articulated through place-based activities, and what are the implications for environmental education amidst a contemporary landscape of change in South Africa?
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Meintjes, Stephané Ruth. "Facilitating and renegotiating Afrikaans youth identities: Die Antwoord phenomenon." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1015655.
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This thesis reports on a project which investigated how young native, Afrikaans-speaking Rhodes University students responded to the musical outfit Die Antwoord and to their music video “I Fink U Freeky”. The study attempted to establish how a selected group of Afrikaans-speaking students consisting of Whites, Coloureds and Blacks interpret the work of Die Antwoord as well as their own Afrikaans identity. The purpose of the study was to interrogate the relationship between artistic media, citizenship and belonging to a particular group. The thesis reports on the ways in which interviewees in the group discussions responded to notions of identity, whiteness, class, race, hybridity and creolization registered in the music video which was used to prompt the discussions. Finally the thesis reports on findings regarding the relationship between citizenship and the artistic media. The enormous change in the socio-political position of Afrikaans-speakers in the post -1994 dispensation provides the social context of the study. The project utilised qualitative research and a reception study of the music was undertaken by means of focus group discussions in order to arrive at thick descriptions in an attempt to understand the contextual behaviour of the participants. It was postulated that Die Antwoord provides a discursive site within which audiences could generate their own innovative meanings regarding being Afrikaans. While there was no clear indication that the identities of the participants was constructed by the media, the video prompted discussions regarding identity and provided evidence that media texts are capable of stimulating an interrogation of identities. It emerged that all participants, while abandoning some aspects of Afrikaans culture, strongly embraced and highly valued the language. Participants did not regard race as an important aspect of citizenship. Vociferous discussions regarding class demonstrated how media texts can influence citizenship. Discussions about hybridization and creolization demonstrated how the media can challenge received conceptions regarding citizenship. Responses provided evidence that the media could stimulate new forms of citizenship and contribute to the inclusion of previously excluded subjects. The research findings clearly demonstrate links between artistic media, citizenship and belonging to a group of Afrikaanses rather than Afrikaners. Post- 1994 young Afrikaans-speakers in this study provided clear evidence that they are exploring new and alternative ways of being Afrikaans.
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Ngonyama, Lulama Smuts. "Born free: an exploration of national identity construction in post-apartheid South Africa: the case of the youth born from 1990." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1020349.
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National identity in South Africa is, and has been, a complex concept, with diverse and contested attempts at its embodiment. This research extends the discourse of identity politics in the post 1994 democratic South Africa to beyond the discourse of racial politics, and notions of oppressor and oppressed to the complexities of resistance and the eventual establishment of a democratic South Africa. The research draws on the views and experiences of young South Africans, born after 1990, regarding what constitutes a South African identity. The research participants represent the socio-cultural and economic spectrum of the city of Cape Town, in the Western Province of South Africa. Schools were chosen across this spectrum to allow for heterogeneity of research sample to reflect the different population groups that comprise the South African population. The areas the schools were chosen from included those that existed during the apartheid era and those that have since been developed. Schools included were those historically delineated according to apartheid-constructed racial groups, and one that was established after 1994 as a non-state school. The exploration of the data reveals a population of young people who have moved beyond the imposed identities created by the apartheid system to an actively inclusive conception of what it means to be a South African in a post-apartheid context. Additionally, the research shows that this inclusive national identity also allows for the acknowledgement and expression of the diversity of cultures and languages existent in South African society. There is also an understanding that socio-economic issues such as poverty, poor education and continued imbalances from the Apartheid era need to be addressed to ensure a stable and unified South Africa. Therefore, the research found that this research contends that young people born after 1990 are committed to a respectful and representative national identity that affords all South Africans an equal place in society.
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Pitcher, Sorrel Claire. "Between/beyond the binaries: transgender youth in cape town re-present their experiences through photo-narratives." Master's thesis, Faculty of Humanities, 2018. http://hdl.handle.net/11427/30188.
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Current literature about marginalised youth centres adult knowledges and perpetuates narratives of risk. Additionally, very little is known about young transgender persons within the South African context. Therefore, by making use of Photovoice elements, this narrative project sought to explore the lived experiences of transgender youth while simultaneously creating a space where they could discuss and re-present these experiences. The project aimed to challenge dominant narratives about transgender youth; youth gender and sexuality, and to expand transgender research in South Africa. This project also aimed to contribute to the empowerment of participants by positioning them as experts and centring their knowledges. The study was conducted in partnership with an LGBTIQ+ advocacy NGO and purposive sampling was used to recruit five trans-identifying participants between the ages of 18-26. In-depth interviews were conducted around what it means to be a young transgender person in Cape Town today, and the photographs participants took to represent these experiences. All data were analysed using thematic narrative analysis. The overarching thematic narratives that emerged were: ‘Navigating Identities’ and ‘Living within/out the
Cistem’. Within these themes, participants drew on narratives of rigidity/fluidity, exclusion/belonging, and invisibility/hypervisibility respectively. The findings illustrate the complexity of experiences of transgender youth and thus demonstrates that young peoples’
lives are comprised of more than inherent risk. This project also provided an opportunity to critically reflect on Photovoice as a methodology for working with marginalised groups.
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Bridger, Emily Jessica. "South Africa's female comrades : gender, identity, and student resistance to apartheid in Soweto, 1984-1994." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24653.
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As South Africa’s struggle against apartheid entered its final, turbulent decade, African students and youth rose to the forefront of the liberation movement, engaging in non-violent protest and militant confrontation with the apartheid state. In the existing historiography, the “comrades” – as young activists were known – are predominantly depicted as male, with little attention paid to the experiences of politicised girls and young women. This thesis is the first extensive study of South Africa’s female comrades, focused on activists from the township of Soweto. In analysing the experiences of young female activists, it introduces their voices into male-dominated historical narratives, and complicates and challenges existing histories of gender, generation, identity, and political violence in late-apartheid South Africa. Drawing on oral history interviews with former comrades, the thesis provides new insight into why girls joined the struggle, what roles they played, how they were treated by their male comrades, and their experiences of political detention. It argues that the struggle, despite being a male-dominated arena, could provide girls with a sense of agency and empowerment at a time when girls’ lives were otherwise marked by their confinement to the private sphere, social subordination, and susceptibility to sexual violence. Thus, just as the struggle offered young men a means of asserting their masculinity, so too did it offer young women a means of challenging emphasised femininities and constructing oppositional gender identities that defied social expectations and limitations of traditional girlhood. Additionally, this thesis improves current understandings of girls’ experiences of conflict on a global scale by challenging widely held assumptions of girls’ predisposition to peaceful behaviour and lack of political agency. In so doing it places Soweto’s female comrades within broader narratives of liberation movements across Africa, Latin America, and elsewhere. This thesis thus makes an important and original contribution not just to South African history, but also to histories of nationalism and liberation movements, feminist conflict studies, and girlhood studies.
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MacKenzie, Benjamin Roe. "Designing the Part: Drama and Cultural Identity Development Among Ghanaian Teenagers." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300477046.
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Smith, Timothy Byron. "The social identity and inter-group attitudes of white English- and Afrikaans-speaking adolescents." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1002568.
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Issues of group identity and prejudice have played a large role in the history of South Africa. To examine differences between White English- and Afrikaans-speaking adolescents within the context of the "new" South Africa, data was collected from 553 high school students using a questionnaire which assessed aspects of these groups' perceptions of themselves (their identities), attitudes toward other racial groups (their prejudices), and beliefs about their rapidly changing socio-political environment. A discriminant function analysis conducted with these variables correctly identified group membership at a rate much higher than chance (p < .00001). Post hoc univariate analyses indicated that compared with Afrikaans-speakers, English-speakers demonstrated significantly less identification with their own culture, less racial prejudice but also less willingness to make retribution to those who were oppressed by Apartheid, and less concern/confusion over the recent changes which have taken place in the country. Descriptive and correlational analyses also provided additional, valuable information regarding the variables assessed in the study. Overall, the results seemed to indicate that the adolescent subjects of this study find themselves in a state of transition.
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Collins, Dana Lang. "Perceived Parental Ethnic-Racial Socialization as a Predictor of African American Youths' Racial Identity, Critical Conciousness, and Race-Related Stress." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107279.
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Thesis advisor: Janet E. HelmsAfrican American parents engage in ethnic-racial socialization practices, which may foster their youths’ racial identity and critical consciousness development, each of which may decrease youths’ race-related stress. The few studies that have examined the relationships between African American youths’ perceived parental ethnic-racial socialization practices and their racial identity or critical consciousness have used inconsistent conceptualizations of racial identity. No studies have compared the effectiveness of different kinds of perceived parental socialization practices on critical consciousness development, nor has previous research demonstrated that critical consciousness is related to reduced stress. In the present study, the perceived parental strategies of Cultural Socialization and Preparation for Bias were investigated to determine how they were related to racial identity and critical consciousness development. Also, effects of racial identity and critical consciousness on racial stress were studied. African American youths, ages 18-24 years (N=139), completed a demographic questionnaire, perceived ethnic-racial socialization measures, a racial identity measure, critical consciousness measures and a measure of race-related stress. Multivariate multiple regression analyses revealed that parental Cultural Socialization was related to lower levels of Preencounter (conformity), Post-Encounter (confusion), and higher levels of Internalization (self-actualizing) racial identity statuses, and to critical consciousness dimensions of Critical Reflection and Political Efficacy, but lower levels of Critical Action. Parental Preparation for Bias only predicted Preencounter. Critical Reflection was related to high levels of Cultural Race-Related Stress, was negatively related to Institutional Race-Related Stress, and was not related to Individual Race-Related Stress. Each of the other critical consciousness dimensions was related to higher levels of at least one type of race-related stress, rather than lower levels. Immersion/Emersion was related to high levels of all three types of race-related stress. Implications of the findings are that (a) parental Cultural Socialization strategies may be most useful for promoting racial identity and critical consciousness, (b) parental strategies may encourage all aspects of critical consciousness except political action, and (c) with only a couple of exceptions, racial identity and critical consciousness were related to higher stress
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Gonthier, Oceane. "A Capability Approach to Understanding the Intersections between Language, Educational Opportunities, and Identity in South Africa: A Xhosa Speaking Youth Perspective." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/33745.
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The education system is a source of language discrimination and exclusion for many young people in South Africa. In South Africa, African languages are spoken by more than 70% of the population, while the colonial languages English and Afrikaans represent less than 25%. However, most South African schools use English or Afrikaans as the main language of instruction. Learners' transitioning to using and learning in a colonial language, and the role languages plays in youth education and development are the root cause of many challenges, including poor academic performance, unequal access to opportunity, social exclusion, and challenging identity formation. This qualitative study aimed to explore the intersection between language, educational opportunities, and identity from an isiXhosa speaking youth perspective in Cape Town, Western Cape. In depth individual interviews were conducted with 12 black African Xhosa youth, between the ages of 18 and 29. The researcher sought to examine the effects of the language challenges faced by isiXhosa speaking youth during their education journey and to gauge the perspective of isiXhosa speaking youth regarding the role of language in their academic performance, opportunities, and social identity. The researcher adopted the following three concepts as a framework for analysis: Sen's capability approach (1999), social identity theory by Tajfel and Turner (1979), and Soudien's work on language in post-apartheid education (2012). This study was important in order The findings revealed that participants faced various challenges in relation to language use in education, specifically transitioning to English as the main medium of instruction. The participants' experiences differed depending on the age at which they transitioned to using English in the education system, but the outcomes of this transition were similar. Their academic performance was negatively impacted by needing to learn in a different language. They had unequal opportunities throughout their education compared with native English speakers, putting them at higher risk of social exclusion and impacting negatively their access to higher education and employment. The participants' advocated for the need to decolonise education, specifically in regard to perceptions and use of languages, because of the prejudices and judgments based on their ability to speak English rather than their actual skills and capabilities. Participants tended to compare languages and look down on isiXhosa, then facing identity crises when returning to their Xhosa families. They had to navigate multiple identities depending on the language and context in which they found themselves. This study recommended reducing inequities by implementing inclusive language policies and measures to accommodate learners with non-colonial first languages, provide support through their transition to a new language, and not weighting incorrect English against them in non-English class. The recommendations also included the need to adapt national exams and grading systems to ensure all learners' have the opportunity to perform to their best ability. The government must also increase its investment in South African languages to promote their use in professional and public spaces. Finally, institutions must be encouraged to use multiple languages in schools, universities, and workplaces.
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Bosch, Tanja Estella. "Radio, community, and identity in South Africa a rhizomatic study of Bush Radio in Cape Town /." Connect to this title online, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1079300111.
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Juelson, Kristin. "The Struggles of Youth in a Time of HIV/AIDS Awareness and Prevention Programs : A discussion of the personal, interpersonal, and social challenges youth face against the backdrop of media-oriented campaign discourses in South Africa." Thesis, Linköping University, Health and Society, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-14849.
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This thesis examines the different discourses on sexuality put forth by two prominent media-oriented HIV/AIDS awareness and prevention campaigns, Soul City and Love Life, in South Africa, and the ways in which they resonate with youth as they struggle to negotiate their own sexual identities in a rapidly changing society. It uses qualitative methods to consider the struggles of individuals in the personal, interpersonal, and larger social realms and how campaigns speak to them in different ways and, in turn, how youth negotiate their own identities. On the personal level, this thesis considers individual negotiations of knowledge and awareness of HIV/AIDS in the face of campaigns, particularly as they work within certain frameworks of morals and values. Then, on the interpersonal level, struggles concerning conflicting ideals and realities in love and relationships are considered, as are gender issues and the realities of exchange values and notions of responsibility in relationships. Building on personal and interpersonal struggles, larger social challenges involving the influence of traditional and modern values on sexual expression, as well as the influences of popular culture are discussed. In many ways this paper is a commentary on some of the major challenges of being young, but because of this it inherently lends itself to discussions of the challenges that campaigns face as they attempt to speak to youth about HIV/AIDS and where their good intentions might be failing. Furthermore, it also helps to understand the ways that the risk of HIV/AIDS has come to inform discourses on youth sexuality.
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Loubser, Cleo. "Young men’s perceptions and experiences of disengagement from gangs and the effect on their occupational performance." University of the Western Cape, 2020. http://hdl.handle.net/11394/7331.
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Magister Scientiae (Occupational Therapy) - MSc(OT)Street gangs have become a permanent feature of the social landscape in the Western Cape, South Africa. Various strategies have been developed to address the issue of gangsterism. The study focused on one strategy, disengagement. Disengagement is regarded as the process in which active gang members withdraw from their affiliated gangs and re-integrate into society. Much of the research that has been conducted in the area of disengagement has been done internationally, and there is very little research that explores how youth leave gangs within the South African context. Therefore, the current study explored young men’s perceptions and experiences of disengaging from gangs and how occupations facilitate and sustain the disengagement process. In the present study, occupation is defined as activities and tasks of everyday living that give meaning or value to one’s life. Occupation is associated with health and well-being, but occupations can also be unhealthy and dangerous. A qualitative approach, using an explorative research design, was adopted in order to explore the topic within a South African context, namely the townships of Nyanga and Langa, which are located on the Cape Flats. Through the use of purposive and convenience sampling, ten members of two groups, namely, the Peace Team and Project Playground, were invited to participate in the study. The Peace Team was established in 2013 by former gang members in response to the conflict amongst the youth of Nyanga and to encourage gang members to leave gangs. Project Playground is a Non-Governmental Organisation that services the areas of Langa and Gugulethu through a variety of community development projects and after school programmes. An initial focus group was conducted with some of the participants. Thereafter, semi structured interviews were conducted with each of the ten participants (until data saturation was reached). After the individual interviews were completed, a second focus group was conducted with some of the participants to discuss and explore issues that were uncovered during the individual interviews. All focus groups and interviews were voice recorded and transcribed verbatim, and transcriptions were then compared to the recordings to assure accurate reflections thereof. Thematic analysis was used to identify codes, categories and themes. Once transcription was completed coding was commenced. Through the use of codes, the researcher was able to reorganize data in a way that facilitated the interpretation and enabled the researcher to organize data into categories that were analytically useful to the study. Categories were then grouped in sub-themes and finally themes, based on similarities and patterns. Rigor and trustworthiness was ensured through various means including triangulation of data sources (multiple participants), data gathering methods (focus groups and individual interviews), member checking, keeping an audit trail and reflexivity. Ethical clearance was obtained from the Senate Research Committee of the University of the Western Cape, registration number 15/7/86. From the data five themes emerged to form the findings. These themes were: (1) The reason why, (2) The price of gang life… the fine print, (3) Time to get out… I didn’t sign up for this, (4) Getting out and staying out, and (5) The price of my freedom. The study contributed to current knowledge in occupational therapy and occupational science regarding how engagement in meaningful occupations promotes health and well-being. In understanding these occupations and what meaning they hold, it assists occupational therapists in planning, implementing and evaluating appropriate interventions to help gang members to disengage from gangs and engage in meaningful and healthy occupations that support their reintegration into the community in pro-social ways.
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Saunders, Inez. "Die beleweniswereld van transgender adolessente." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80162.
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Thesis (MEdPsych)--Stellenbosch University, 2013.Bibliography
ENGLISH ABSTRACT: A literature search done by the researcher has noted that there is little information available regarding transadolescents’ experience within the South African context. In a society that only acknowledges two genders, transgenderism remains invisible. The transgender minority group tends to be more neglected, misunderstood and stigmatized than their homosexual peers. Transadolescents, who are already in a challenging phase of development, are at risk for negative outcomes such as bullying, scholastic problems, social isolation and depression. The aim of this research is therefore to explore and describe the transadolescents’ subjective experience in their own words. To facilitate this process the research was positioned in the interpretative/constructionist paradigm, in terms of which it is based on the premise that subjective experiences are created during social interaction. Bronfenbrenner’s bio-ecological model was used as theoretical framework to illustrate the reciprocal interactions between the various micro- and macrosystems. The qualitative research approach was used to explicate the essence of the participants’ lived experience. Phenomenology was selected as the most appropriate research design. Semi-structured interviews were conducted with three transadolescents and thematic analysis was used to code and organise the data and to present it in the form of a narrative report. Five themes and associated categories were identified. It was found that the transadolescent experiences identity formation as particularly challenging and that there are individual differences between self-identities and gender expressions. The process of disclosure towards parents is accompanied by considerable anxiety and there are major differences in the disclosure practices that are followed. Parents’ reactions differ and can range from acceptance to eviction. Preference is given to friends who are also seen as being ‘different’ and it can be quite a relief to share their identity with friends regardless of their reactions. Even though South Africa has a policy of inclusive education, the reality is one of discrimination, bullying and isolation. Furthermore, medical services in South Africa are inadequate and transadolescents are exposed to discrimination and unsympathetic professionals. Consequently much must still be done to promote understanding of transadolescents, so that the different contexts in which they move can be better prepared to deliver effective and supportive services.
AFRIKAANSE OPSOMMING: Tans is daar beperkte inligting beskikbaar omtrent die transadolessent se beleweniswêreld binne die Suid-Afrikaanse konteks. Binne ‘n samelewing wat slegs twee genders erken, speel transgenderisme agter geslote deure af. Die transgender-minderheidsgroep word meer afgeskeep, misverstaan en gestigmatiseer as hul homoseksuele eweknieë. Binne ‘n alreeds uitdagende ontwikkelingsfase, is die transadolessent besonder weerloos vir negatiewe uitkomste soos afknouery, skolastiese probleme, sosiale isolasie en depressie. Die doel van die studie is gevolglik om die transadolessent se subjektiewe belewenis in hul eie woorde te verken en te beskryf. Om hierdie proses te fasiliteer is die studie geposisioneer in die interpretatiewe/ konstruksionistiese paradigma wat voorstel dat subjektiewe ervarings tydens sosiale interaksie geskep word. Bronfenbrenner se bio-ekologiese model is as teoretiese raamwerk gebruik om hierdie wederkerige interaksie tussen die verskillende mikrostelsels en die makrostelsel te illustreer. Die kwalitatiewe navorsingsbenadering is gevolg om ‘n waarheidsgetroue beeld weer te gee van die deelnemers se subjektiewe belewenis en fenomenologie is as mees geskikte navorsingsontwerp gekies. Semi-gestruktureerde onderhoude is met drie transadolessente gevoer en die data is met behulp van die tematiese analise gekodeer, georganiseer en in ‘n narratiewe verslagvorm weergegee. Die data-analise het gelei tot die identifisering van vyf temas en gepaardgaande kategorieë. Daar is bevind dat identiteitsvorming ‘n uitdagende proses vir die transadolessent is en dat individue se self-identiteit en uitlewing van hul identiteit verskil. Die openbaarmakingsproses aan ouers gaan met geweldige angstigheid gepaard en daar is groot individuele verskille in die wyse waarop dit geskied. Ouers reageer verskillend en dit wissel van algehele aanvaarding tot uitsetting. Voorkeur word gegee aan vriende wat ook as ‘anders’ bestempel word en ongeag vriende se reaksie, is dit ‘n verligting om hul identiteit te deel. Ten spyte daarvan dat Suid-Afrika inklusiewe onderwyspraktyke voorstaan, is die realiteit een van diskriminasie, afknouery en isolasie. Voorts is die mediese dienste in Suid-Afrika ontoereikend en transadolessente word blootgestel aan diskriminasie en onsimpatieke professionele persone. Te oordeel hieraan, moet daar baie gedoen word om die transadolessente beter te verstaan sodat die verskillende kontekste waarbinne hulle beweeg, beter voorbereid is om effektiewe en ondersteunende dienste te lewer.
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Goliath, Veonna. "Practice guidelines for culturally sensitive drug prevention interventions." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1017193.
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South Africa has experienced a notable increase in adolescent drug use during the country’s transition from apartheid to democracy (Central Drug Authority [CDA], 2006). These findings are verified by epidemiological studies and two national youth risk behaviour surveys, highlighting the need for effective drug prevention interventions. Whilst drug use spans across age, gender and social strata, the rapid increase in both legal and illicit drug use among adolescents in the Northern Areas communities of Port Elizabeth has been particularly pronounced. The South African Community Epidemiology Network on Drug Use (SACENDU) statistics, which reflects on racial demographics in accordance with the Population Registration Act of 1950 (South Africa, 1950), reports that, in the year 2011, the ‘Coloured’ population constituted 62 percent of those individuals seeking treatment for drug abuse, compared to 15 percent ‘African’ treatment seekers in Port Elizabeth (Dada, Plüddemann, Parry, Bhana, Vawda & Fourie, 2012:44). Furthermore, methamphetamine use by persons under the age of 20 years in Port Elizabeth increased fivefold in a three-year period, i.e. from 7 percent in 2008 to 39 percent in 2011 (Dada et al., 2012), with the ‘Coloured’ population group accounting for the majority of methamphetamine users. These statistics reinforce a long-standing racial stereotype that associates ‘Coloured’ racial identity with an enhanced susceptibility to drug use. The National Drug Master Plan (South Africa, 2012a), and the Prevention of and Treatment for Substance Abuse Act (Act no 70 of 2008) propose that drug prevention programmes should address the values, perceptions, expectations and beliefs that the community associates with drug abuse (South Africa, 2008b). This view emphasises the importance of drug preventions interventions that are culturally sensitive and contextually relevant. The current study was guided by two conceptual frameworks, i.e. the Social Constructionist Framework and the Ecological Risk/Protective Resilience Framework, and focused on the Northern Areas of Port Elizabeth, a historically marginalised community inhabited by a predominantly ‘Coloured’ indigenous/ethnic group. The goal of the study was to enhance understanding of the socio-cultural meaning attributed to cultural identity, drug use, non-use and drug prevention in the Northern Areas of Port Elizabeth, with the view to developing guidelines for drug prevention interventions that are culturally sensitive and contextually relevant. The following objectives were formulated in order to achieve the goal of the study: • To explore adolescent narratives regarding the constructs ‘Coloured’, drug use, non-use and drug prevention programmes of three distinct groups of adolescents (drug users, non-users, and TADA peer mentors) from the Northern Areas. • To explore and describe the social service practitioners’ (social workers and social auxiliary workers’) constructions of drug use, non-use and drug abuse prevention in relation to adolescents from the Northern Areas, and how such constructions inform the drug prevention services rendered to adolescents from these communities. • To review the data collected from the adolescent narratives and the social service practitioners’ reflections on their drug prevention programmes against existing theory and models for drug prevention. • To synthesise the above information with a view to developing guidelines for culturally sensitive drug prevention programmes relevant and responsive to the specific social constructions of adolescents from the Northern Areas. A qualitative research approach, located in a narrative tradition of inquiry research design, was employed to achieve the goal of the study (Riessman, 2008). The study was conducted in two phases. The first phase involved an empirical study with the four sample groups (i.e. adolescent drug users, adolescent non-drug users, Teenagers against Drug Abuse [TADA] peer mentors and social service professionals (i.e. social workers and social auxiliary workers)). Phase two involved the co-construction of the practice guidelines for culturally sensitive and contextually relevant drug prevention interventions. Phase one started with the informal exploration of community stakeholders’ views on the identified research problem and the process of gaining access to the research population. Several gatekeepers (i.e. teachers, social workers, the Families Against Drugs [FAD] Support Group representatives, a minister of religion and a community stakeholder) were engaged to assist in recruiting participants from the four sample groups. A non-probability purposive sampling method was employed to purposively recruit 29 adolescent non-drug users and ten adolescent peer mentors (via the TADA Programme at one school). The same sampling method, followed by a snowball sampling technique, was employed to recruit the two remaining sample groups of ten adolescent drug users (in the recovery process) and nine social workers and social auxiliary workers respectively. The sample sizes were determined by the principle of data saturation.The data generation method used in respect of the non-users took the form of semi-structured written narratives, administered in a group context during school time, followed by a second round of data generation. The life-grid (Wilson, Cunningham-Burley, Bancroft, Backett-Milburn & Masters, 2007:144), a qualitative visual tool for mapping important life events, was employed to guide the co-construction of the biographical narratives generated during the individual semi-structured interviews with the sample of adolescent drug users. Focus group interviews were used to enhance an understanding of the peer mentors and social service practitioners’ views on the construct ‘Coloured’ and their existing drug prevention programmes. Each of the individual and focus group interviews was audio-recorded, transcribed and complemented by the field notes. Informal data gathering occurred through participant observation of two drug prevention programmes, attendance of a FAD Support Group meeting, and interviews with community volunteers and the South African Police Services (SAPS) Youth Development Forum. Both the content and the context of the narratives were analysed to arrive at the research themes, sub-themes and categories. The content of the narratives was analysed by employing categorical content analysis, whilst the form of the narratives (i.e. how the stories were told) was analysed by using the socio-cultural approach to narrative analysis (Grbich, 2007:130). The journey metaphor emerged from the adolescent drug users’ narratives, depicting a prototypical storyline of a drug use journey, starting with experimentation and culminating in abuse and dependence for some and an early exit from the journey for others. The conclusions that can be drawn from these findings illuminate key protective factors and processes at a multisystemic level that can be strengthened to enhance the adolescents’ resistance to drug use and/or delay the onset of use. Embedded in the participants’ narration of the drug use journey were nuances relating to internalised stereotypes of ‘White’ supremacy and ‘Coloured’ inferiority as an explanatory framework for venturing onto and prolonging the journey.The two themes that emerged during the process of content and narrative analysis of the qualitative data (from both adolescent drug users and non-users) were as follows: Constructing drug use as a ‘Coloured’ phenomenon and reconstructing ‘Coloured’ identity; Risk and protective factors located at individual, family, peer, school, community and societal domains. The four themes that emerged during the data analysis of the peer mentors and social service practitioners’ narratives were as follows: Construction of ‘Coloured’ identity; socio-cultural meaning construction about the reasons for drug use amongst adolescents from the Northern Areas; description of drug prevention services rendered in the Northern Areas; and reflection on barriers to rendering drug prevention interventions.
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Schoon, Alette Jeanne. "Raw phones: the domestication of mobile phones amongst young adults in Hooggenoeg, Grahamstown." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1002937.
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This dissertation examines the meanings that young adults give to their mobile phones in the township of Hooggenoeg in Grahamstown in the Eastern Cape. The research was predominantly conducted through individual interviews with nine young adults as well as two small gender-based focus groups. Participant observation as well as a close reading of the popular mobile website Outoilet also contributed to the study. Drawing on Silverstone, Hirsch and Morley’s (1992) work into the meanings attributed to the mobile phone through the domestication processes of appropriation, objectification, incorporation and conversion, the study argues for the heterogeneous roles defined for mobile phones as they are integrated into different cultural contexts. The term ‘raw phones’ in the thesis title refers to a particular cultural understanding of respectability in mainly working-class ‘coloured’¹ communities in South Africa, as described by Salo (2007) and Ross (2010), in which race, class and gender converge in the construction of the respectable person’s opposite – a lascivious, almost certainly female, dependent, black and primitive ‘raw’ Other. The study argues that in Hooggenoeg, the mobile phone becomes part of semantic processes that define both respectability and ‘rawness’ , thus helping to reproduce social relations in this community along lines of race, class and gender. A major focus of the study is the instant messaging application MXit, and how it assists in the social production of space, by helping to constitute both private and dispersed network spaces of virtual communication, in a setting where social life is otherwise very public, and social networks outside of cyberspace are densely contiguous and localised. In contrast, gossip mobile website Outoilet seems to intensify this contiguous experience of space. My findings contest generalised claims, predominantly from the developed world, which assert that the mobile phone promotes mobility and an individualised society, and show that in particular contexts it may in fact promote immobility and create a collective sociability.
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Reusch, Kathryn. ""That which was missing" : the archaeology of castration." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:b8118fe7-67cb-4610-9823-b0242dfe900a.
Full textAbstract:
Castration has a long temporal and geographical span. Its origins are unclear, but likely lie in the Ancient Near East around the time of the Secondary Products Revolution and the increase in social complexity of proto-urban societies. Due to the unique social and gender roles created by castrates’ ambiguous sexual state, human castrates were used heavily in strongly hierarchical social structures such as imperial and religious institutions, and were often close to the ruler of an imperial society. This privileged position, though often occupied by slaves, gave castrates enormous power to affect governmental decisions. This often aroused the jealousy and hatred of intact elite males, who were not afforded as open access to the ruler and virulently condemned castrates in historical documents. These attitudes were passed down to the scholars and doctors who began to study castration in the late 19th and early 20th centuries, affecting the manner in which castration was studied. Osteometric and anthropometric examinations of castrates were carried out during this period, but the two World Wars and a shift in focus meant that castrate bodies were not studied for nearly eighty years. Recent interest in gender and sexuality in the past has revived interest in castration as a topic, but few studies of castrate remains have occurred. As large numbers of castrates are referenced in historical documents, the lack of castrate skeletons may be due to a lack of recognition of the physical effects of castration on the skeleton. The synthesis and generation of methods for more accurate identification of castrate skeletons was undertaken and the results are presented here to improve the ability to identify castrate skeletons within the archaeological record.
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Crooks, Lems L. "Culture and identity and success in school : educating African Canadian youth." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=81133&T=F.
Full text
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Powers, Deanna. "Television, memory and identity : an analysis of South African Youth and fictional programmes." Thesis, 2001. http://hdl.handle.net/10413/5856.
Full textAbstract:
This study synthesises three conceptual areas-identity, fictional television programmes and memory to examine what young people remember about their fictional television viewing and how it impacts their identity. Memory is used as a window through which long-lasting identity influencers can be analysed; this takes the analysis beyond the level of 'effects' to a more contextualised view. Focus group research and a quantitative overview work to uncover which fictional programmes stand out in young people's memory and why. Research further interrogates what events, characters or story lines young people recall and why these elements are important. The answers to these two research questions crystallises the ways in which South African youths' memories of fictional programmes impact their identity formation. The hypothesis that young South Africans remember that which directly affirms or contradicts their lived experience, is found to be partially true. Similarly, the second hypothesis that fictional memories of South African 15- to 20-year-olds impact youth identity through a direct link between memory selection, interaction and application is found to be fractionally substantiated.
The final conclusion of the study is that while memories of fictional programmes do impact the identity of young people, it must be viewed within the larger context of lived experience.Thesis (M.A.)-University of Natal, Durban, 2001.
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Howard, Kim. "'Born-free' narratives: life stories and identity construction of South African township youth." Thesis, 2016. http://hdl.handle.net/10539/21965.
Full textAbstract:
A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy
University of the Witwatersrand
December 2016Within a narrative paradigm, this research project had two elements. Firstly, the project aimed to enable the researcher to gain an understanding of the construction of adolescent identity from the perspective of a cohort of first-generation, post-Apartheid adolescents as members of an NGO’s after-school support programme. Secondly, a participatory action element aimed to provide the participants with an opportunity to reflect upon their own lives in a positive, empowering way thereby providing an understanding of their past lives, strengthening a realistic power of agency for their future lives, balanced between self-identity and self transcendence in the present (Crites, 1986). Within this research, the self is theorised psychosocially, presented as both a narrated and narrating subject in which identity construction is consolidated through story-telling and the adaption of these stories to different audiences and cultural contexts. 12 volunteer participants were provided with disposable cameras and asked to take photographs of people and objects that were important to them. Using these photographs, the participants then constructed art timelines of their lives in the narrative format of ‘past’, ‘present’, and ‘future’. Each participant was then narratively interviewed twice, four months apart. The two datasets (the art timelines and the interview transcripts) were subject to three levels of analysis. Firstly, the construction of each participant’s descriptive narrative portrait was analysed across the time zones of ‘past life’, ‘present life’, and ‘future life’; secondly, thematic analysis was horizontally conducted across the narrative portraits identifying the similarities and differences between the participants, extending the specific experiences discussed by the participants into generalised themes; and thirdly, the vertical analysis of portraiture was re-invoked in greater depth, examining how the different theoretical dimensions of narrative identity identified, coalesce in one case history. The first level of analysis focused specifically on the imagoes, or personified concepts of the self, identified within the narrative portraits of three participants. It was found that these imagoes had significant effects on the identity construction of these young people, specifically on those whose parents had died. In the second phase of analysis three different dimensions of, or ways of thinking about, narrative identity were distinguished: relationality and the sense of belonging or alienation experienced by the participants in their interaction with others; the consolidation of life stories at adolescence and the participants’ social positioning within the systems of structural identity markers of race, class, gender and sexuality; and lastly the participants’ hopes and dreams, their narrative imaginations and future-orientated lives. In the third level of analysis, one participant’s narrative was selected to illustrate the theoretical concepts that underpin the construction of narrative identity, particularly constructionist intersectionality (Prins, 2006) and cultural creolisation (Glissant, 1989). These young people’s narratives indicate a patent tension between their lives to date, the histories of their families marked by insecurity and feelings of being unsafe as the effects of racism, disease and poverty, and their future imagined lives characterised by the promise of freedom and agency, education, employment and health. Through listening to and analysing these young people’s past, present and future stories, this study gained an insight into the ambivalence that exists in their lives, the contradictions they face between their moments of belonging and their moments of alienation, and how all these experiences inform and contribute to their identity constructions.
MT2017
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"Longitudinal Associations Between Felt Pressure From Family and Peers and Self-Esteem Among African American and Latino/a Youth." Master's thesis, 2017. http://hdl.handle.net/2286/R.I.44306.
Full textAbstract:
abstract: The present study explored longitudinal associations between self-esteem and a specific dimension of gender identity (GI) and ethnic-racial identity (ERI), namely felt pressure from family and peers to act or behave in either gender or race/ethnic-accordant ways, among a sample of 750 African American and Latino/a middle school students (M = 12.10 years, SD = .97 years) in a southwestern U.S. city. Participants completed measures of self-esteem and GI and ERI felt pressure from family and from peers at two time points. Data were analyzed through bivariate correlation and hierarchical multiple linear regression analyses. Hierarchical multiple linear regression results revealed that among African American students, there was a significant negative longitudinal association between ERI felt pressure from family at Time 1 and self-esteem at Time 2 after controlling for self-esteem at Time 1. There was also a significant negative longitudinal association between ERI felt pressure from peers at Time 1 and self-esteem at Time 2 among African American participants. However, these associations were not found among Latino/a participants. Implications of findings with regards to GI and ERI development during early adolescence, socialization, and school context are discussed.Dissertation/Thesis
Masters Thesis Counseling Psychology 2017
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Cohen, Dror. "The role of Rap/Hip Hop music in the meaning and maintenance of identity in South African youth." Thesis, 2009. http://hdl.handle.net/10539/6628.
Full textAbstract:
Although music has seemingly always formed an integral part of human culture,
technological advances in contemporary society have increased both its accessibility
and portability, allowing for unprecedented production and consumption of a medium
that allows individuals to enact and display various social identities during day-to-day
life. Furthermore, recent research has demonstrated that youth consume more music
that any other age group. Thus music may be considered as a primary cultural
influence in the lives of youth. While the bulk of the research conducted in
understanding the form and function of this influence has been located in the
disciplines of sociology and musicology, Psychologists in Europe and America have
become increasingly interested in understanding the role of music in constructing and
maintaining identity during this critical period of development. As a contribution to
this field of application outside of these contexts and located within a qualitative
framework, this study explored the role of Rap/Hip Hop music, as one of the most
popular global and local genres of music, in the meaning and maintenance of identity
in a cohort of South African youth. The resultant thematic framework illustrated the
complex tensions negotiated by youth through assuming Hip Hop culture membership
in South Africa. Importantly, the study showed that the nature of Hip Hop culture; its
emphasis on self-expression, individuation and critical social awareness dovetails
with many of the traditional psychological developmental theories of youth identity.
Hip Hop consumption also implied appropriating identity markers from a wide range
of social influences, posing challenges to the application of traditional social identity
theory in accounting for in and out groupings. This was most pronounced in the way
that ‘remixing’, as a governing musical principle in Hip Hop seems to resonate as key
mode of identity and identification amongst its South African consumers. Thus, it
seems fitting that South African youth currently in the midst of cultural, economic and
political transitions would embrace an eclectic rather than rigidly bounded genre of
music with such enthusiasm. In some ways then Hip Hop in South Africa, appears to
provide youth with the means to remix past and present, old and new, global and
local, self and other.
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Haynes-Rolando, Hayley. "Through our eyes : an action research project exploring the identities and experiences of NEETs in a South African township." Thesis, 2016. http://hdl.handle.net/10539/22322.
Full textAbstract:
Masters thesis submitted to the Faculty of Humanities
School of Human and Community Development
Discipline of psychology
for the degree of Master in Educational Psychology
University of the Witwatersrand, Johannesburg,
2016The study sought to give voice to the subjective experiences of NEETs (youth not in employment, education or training), often viewed as risk taking, apathetic and a strain on the economy and to think about their identities differently. The aim was also to provide ways to forge new versions of themselves in the future, allowing the participants an opportunity to ‘read the world’ differently and to think about new possibilities, through recollecting the past and exploring their present place in the world. This study utilised participatory action research and narrative inquiry to explore the experiences of a group of NEETs in a township in South Africa, and together with the researcher were involved in active engagement with their social worlds, through photographic documentation and in-depth interviews. The data were analysed using thematic and narrative analysis. The focus of the narrative analysis was to understand the meaning that the participants made of their own experiences, and the thematic and visual analysis focussed on understanding their context, their interaction with place and people in forming their identities, and the opportunities and versions of identities that they thought were possible in the future. The significance of these findings points to the past and the effects of South Africa’s history on youth identity. However, despite the structural constraints that impact on youth growing up in disadvantaged townships, and the impact that these constraints have on their identities, these youth have found ways to challenge the stereotypes that define their lives, and in different ways offer glimmers of hope for their futures. Their identities, though impacted by their interaction with their environment and the people in their context, are remarkably complex and encouraging. Furthermore, this study provided insight into the issues facing ‘at risk’ youth, and allows for new possibilities for their issues and concerns to be addressed.
GR2017
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Mafatshe, Itumeleng. "Gender politics and activism: a comparative study of African National Congress Youth League branches in Seshego (Limpopo)." Thesis, 2016. http://hdl.handle.net/10539/19385.
Full textAbstract:
A thesis submitted in fulfilment of the requirements for the degree of Master of Arts University of the Witwatersrand
Department of Political Studies
February 2015The question of gender inequality in South Africa has still not received the platform that it deserves. This reality may be attributed to numerous factors including the masculine attitudes that continue to prevail in South African politics. This dissertation therefore analyses the construction of gender roles in youth political organisations in South Africa, and investigates how hegemonic gender formations challenge and shape the activism of women within these organisations. It focuses on the largest and oldest youth political formation in the country, the African National Congress Youth League (ANCYL). It draws from the rich history of the ANC and the Mass Democratic Movement (MDM) to understand better the framework of current gender politics. Feminist theory is used as the underpinning theoretical framework throughout this research, thus providing a new perspective of women’s activism that goes beyond the traditional practices employed in research about political organisations. This dissertation is informed by a qualitative research approach with a focus on interviews with individuals who are members of the ANCYL in the Seshego township in South Africa’s Limpopo Province. The main argument made in this dissertation is that women in mainstream political organisations like the ANCYL continue to experience difficulties in the assertion of their activism because of the historically dominating masculine characteristics of such organisations. A nuanced analysis of young women’s activism in South Africa is the major contribution that this research offers. By bringing forth the narrative of ordinary female activists, this dissertation deliberately confronts the celebration of the supposedly already realised gender equality, arguing that this is a premature celebration that is not cognisant of the daily experiences of female activists of the ANCYL.
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Hall, Marcella Runell. "Education in a Hip-Hop Nation: Our Identity, Politics & Pedagogy." 2011. https://scholarworks.umass.edu/open_access_dissertations/391.
Full textAbstract:
Contemporary Hip-Hop scholarship has revealed that Hip-Hop is a racially diverse, youth-driven culture, and is intimately connected to prior and on-going social justice movements (Chang, 2004; Kitwana, 2002). This study explores its Afro-Diasporic and activist origins, as well as the theoretical impact of Hip-Hop culture on the identity and pedagogy of educators belonging to the Hip-Hop generation(s). This qualitative study also examines how Hip-Hop culture impacts educators’ identity, politics and personal pedagogy, while seeking to create a new model of Social Justice Hip-Hop Pedagogy. This study was produced through twenty-three in-depth interviews with influential Hip-Hop educators (Aberbach & Rockman, 2002) from diverse backgrounds and geographic locations.
There are currently limited theoretical and conceptual frameworks in the literature supporting the use of Hip-Hop as Social Justice Pedagogy, yet is currently being used in K- 16 educational contexts throughout the United States and abroad (Akom, 2009; Duncan- Andrade & Morrell, 2008). The results of this study reveal the foundational basis consisting of four primary core functions and seven practical tenets, necessary to negotiate and implement a new and innovative model for Social Justice Hip-Hop Pedagogy.
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Venter, Robert Bruce. "Exploring how values shape the entrepreneurial propensity of youths: a study of the young, black South African entrepreneur." Thesis, 2014. http://hdl.handle.net/10539/15800.
Full textAbstract:
Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Commerce, Law & Management, School of Economic and Business Sciences, 2014.South Africa’s Total Entrepreneurial Activity (TEA) scores are consistently well-below the average of other efficiency-driven economies, as well as for other sub-Saharan countries (Turton and Herrington, 2013). Despite this, a 2013 Global Entrepreneurship Monitor (GEM) report suggests that youth in sub-Saharan Africa demonstrate marked entrepreneurial propensity and potential (Kew, Herrington, Letovsky and Gale, 2013). As such, this thesis seeks to contribute an understanding of how black, youth entrepreneurs located in Johannesburg’s informal economy, seek to achieve legitimacy, and thus ‘become’, through the attainment of an accepted entrepreneurial identity. To this end, the role of hybridity, as a form of entrepreneurial capital, is explored as a potential mechanism. A hypothesised conceptual framework is accordingly evolved which explores the relationships between entrepreneurial identity aspiration, resource attainment, legitimacy, and how these are mediated by hybridity. Survey data gathered from young, black entrepreneurs (n=503) across Johannesburg’s seven administrative districts, using a structured questionnaire, and tested using multiple regression analysis, reveals the following: a direct relationship between entrepreneurial identity aspiration, entrepreneurial resources as well as the attainment of legitimacy is found, suggesting that black youth do indeed aspire to entrepreneurial legitimacy, and thus, seek to ‘become’ accordingly. Moreover, hybrid values are seen to mediate the relationship between entrepreneurial iii identity aspiration and resource attainment such that they accounted for the relationship. This suggests the potential for hybridity as a form of entrepreneurial capital such that values might have been seen to act as a form a catalyst for the attainment of other resources. The study contributes a conceptual framework which provides a theoretical understanding of young, black entrepreneurs in South Africa. More specifically, it suggests a values-mediated relationship between entrepreneurial identity aspiration and the attainment of resources such that youth seek legitimacy accordingly. As such, this study is the first to provide insights into the potential impact that hybrid values might have on shaping an entrepreneurial identity. Additionally, it contributes evidence to suggest that opportunity-driven behaviour motivates young, black entrepreneurs in Johannesburg’s informal economy, beyond necessity motives which are used to stereotypically frame this space. It is recommended that further research be undertaken to test this framework in other contexts in order to gain a finer understanding of hybridity as a potential entrepreneurial resource. This might additionally involve research into the cues that potentially result in a switching between different values.
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Golden-Thompson, Amber Mullis Ann K. "The relationship between familial and extrafamilial voice and support for voice and identity exploration in African American emerging adults." Diss., 2006. http://etd.lib.fsu.edu/theses/available/etd-04102006-174459.
Full textAbstract:
Thesis (Ph. D.)--Florida State University, 2006.Advisor: Ann K. Mullis, Florida State University, College of Human Sciences, Dept. of Family and Child Sciences. Title and description from dissertation home page (viewed June 7, 2006). Document formatted into pages; contains viii, 122 pages. Includes bibliographical references.
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Litchmore, Rashelle. "Ethnic and Racial Self-Definitions of Second-Generation Canadians: An Analysis of Discourse." Thesis, 2012. http://hdl.handle.net/10214/4144.
Full textAbstract:
The present study was designed to investigate the social construction of racial and ethnic identities and categories among second-generation Canadian youth who identify as, or can be physically identified as Black. A culturally diverse sample of 34 participants aged 13 – 19 years was recruited from communities in the General Toronto Area to participate in six discussion groups. Discourse analysis was utilized to demonstrate the fluidity and negotiability of racial and ethnic identity, and the role of the immediate and wider social contexts in the constructions of these identities and the content of their associated social categories. Results are discussed with regards to the implications of the reliance on mainstream social-cognitive approaches that do not adequately address the social construction of these phenomena.
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Hage, Linda. "Gendered experiences of 12- to 14-year-old African male learners living in child- and youth-headed households in Soweto." Thesis, 2015. http://hdl.handle.net/10210/14824.
Full textAbstract:
M.Ed. (Educational Psychology)In the context of poverty, political turmoil and HIV/AIDS, it has become more difficult for parents to take care of their children accordingly. This problem is especially pronounced in Africa and contributes to the formation of child- and youth-headed households (CYHHs). The emergence of such households places children and youth at risk of vulnerability to exploitation, poverty and lack of access to education and resources. This means that these children and youth need to fend and provide for themselves. Given the dominant position of boys in African cultures, they may be in a better position to take care of and provide for their families. Therefore, the aim of this study is to describe and understand the gendered experiences of 12- to 14-year-old African male learners living in CYHHs and, based on this, to suggest possible support interventions to assist them. A qualitative multiple case study design was used, where seven male learners from the Soweto area participated in the data collection process. These learners were identified through a non-profit organisation (NPO) in the Soweto area. The data collection process included the use of individual interviews, collages, and essays. These were analysed using qualitative content analysis methods, as stipulated by Zhang and Wildemuth (2009). The study is explorative in nature and, given the issues of gender being addressed, a social constructionist paradigm was used. The theoretical framework included the works of two prominent theorists in the field of developmental psychology – Erikson (1963, 1968) and Nsamenang (1992, 2005, 2006). Erikson provides valuable insights into the psychosocial experiences of adolescents, whereas Nsamenang explains the relevance of development in an African context. Their ideas were used to understand the findings in relation to the development of the participants.
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Mowatt, Robert. "Popular performance : youth, identity and tradition in KwaZulu-Natal : the work of a selection of Isicathamiya choirs in Emkhambathini." Thesis, 2005. http://hdl.handle.net/10413/1858.
Full textAbstract:
In recent years there has been an increasing interest in the study of African popular arts and performance genres. In this study, I will focus on isicathamiya, a South African musical performance genre, and in particular the attempt of its practitioners to create new identities and a new sense of self through their own interpretation of the genre. This study will concentrate on the 'isicathamiya youth' in the semi-rural community of Emkhambathini (located about 30 kilometres east of Pietermaritzburg) and their strategies of self-definition in the New South Africa. Isicathamiya has strong roots in migrant labour and this has been the main focal point around which many researchers have concentrated. However, recent years have seen a movement of isicathamiya concentrated within rural and semi-rural communities such as Emkhambathini. The performers in these areas have a unique interpretation of the genre and use it to communicate their thoughts and identities to a diverse audience made up of young and old. In this study I will be looking at the 'isicathamiya youth' within three broad categories, the re-invention of tradition, the re-interpretation of the genre, and issues of masculinities. Each of these categories accounts for the three chapters within this study and serves to give a broad yet in-depth study of the 'new wave' of isicathamiya performers. The first chapter, entitled 'Traditional Re-invention', will deal with issues relating to the project of traditional 'redefinition' which the 'isicathamiya youth' are pursuing in Emkhambathini. I will show that tradition is not a stagnant concept, but is in fact ever-changing over time and place, a concept that does not carry one definition over an entire community. Through various song texts and frames of analysis I will attempt fto show how tradition is being used to further the construction of positive identities within Emkhambathini and give youth a place in Zulu tradition and in a multi-layered modernity. The second chapter will deal with how the 'isicathamiya youth' raise and stretch the boundaries of the genre in relation to a number of concepts. These concepts include topics of performance, women and popular memory and serve to give a broader view as to what the 'isicathamiya youth' are trying to achieve, namely a new positive self identity that seeks to empower the youth in the New South Africa. The last chapter will look at issues of masculinity and how the youth use different strategies to regain the masculine identities of their fathers and grandfathers and maintain patriarchal authority. Issues looked at within this chapter will include men's role within society and their perceptions of women.Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.
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Reid, Shamari K. "A Case Study Exploring the Agency of Black LGBTQ+ Youth in NYC's Ballroom Culture." Thesis, 2021. https://doi.org/10.7916/d8-7tyh-ts41.
Full textAbstract:
Recognizing the importance of context with regard to youth agency, this study explores how 8 Black LGBTQ+ youth understand their practices of agency in ballroom culture, an underground Black LGBTQ+ culture. Ballroom was chosen as the backdrop for this scholarly endeavor because it allowed for the study of the phenomenon — Black LGBTQ+ youth agency — in a space where the youth might feel more able to be themselves, especially given that the 2019 Black LGBTQ+ youth report published by the Human Rights Campaign revealed that only 35% of Black LGBTQ+ youth reported being able to “be themselves at school” (Kahn et al., 2019). Thus, instead of asking what is wrong with schools, this study inverted the question to explore what is “right” about ballroom culture in which Black LGBTQ+ youth might practice different kinds of agency due to their intersectional racial and LGBTQ+ identities being recognized and celebrated. Framed by the youth’s understanding of their own agency across different contexts, my research illuminates the complex interrelationships between youth agency, social identity, and context.
Extending the literature on youth agency and Black LGBTQ+ youth, the findings of this study suggest that in many ways these youth are always already practicing agency to work toward different ends, and that these different end goals are greatly mediated by the contexts in which they find themselves. In making connections between the ways Black LGBTQ+ youth feel liberated within ballroom space to use their agency to explore and affirm their identities outside socially constructed norms, the findings of this study point to new opportunities for education research, practice, and policy to learn from ballroom culture about how to better invite Black LGBTQ+ youth into schools in humane and educative ways, encourage their agentive imaginations within education spaces, and promote liberatory school environments that recognize and embrace these youth’s intersectional identities.
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Blackbeard, David Roy. "A qualitative study of subjective male identities among South African adolescents in rural and urban settings using a photo-narrative method." Thesis, 2010. http://hdl.handle.net/10413/1978.
Full textAbstract:
Masculinity is a relevant and important research priority in South Africa, where problematic constructions of adolescent masculinity are linked with a range of health issues and psychosocial risks. The theoretical basis for this qualitative research study was social constructionism informed by dialogical theory and psychoanalytic accounts of masculinity, including Kristeva's theory of abjection. The overall aim was to explore the lived experience of adolescent boys in order to understand how boys are subjectively positioned in relation to hegemonic standards for 'acceptable' masculinity in social contexts. Following ethical guidelines, boys were purposively sampled for the study from two school settings, a 'multicultural' urban single-sex school and a 'monoracial' rural coeducational secondary. A mixed method approach was used - a photo-narrative visual research method, focus groups and semi-structured interviews within a constructionist paradigm. Visual and verbal data was analysed by means of an integrated quantitative content analysis and qualitative narrative analysis. Findings suggested that hegemonic standards were experienced in different ways by boys in terms of subjective positioning and microcultural context. Peer-groups were identified as having major importance for adolescent boys as a means of validating masculine norms, with sport functioning as an important masculinity marker. A central finding was that peer group norms created the conditions for inclusion and exclusion, which in turn lead to the construction of 'acceptable identities'. Performative 'doing' and symbolic 'having' were identified as two important ways of constructing masculinity - ways that were not always in accord. Another important finding was that boys battled to create even a rough congruence between masculinity norms and an authentic sense of self. There was a convergence around hegemonic norms of toughness, emphasised heterosexuality and displayed risk-taking across contexts; however, these norms were understood in different ways. Non-relational and objectified sex talk was a strong focus of hegemonic masculinity for most boys in the study. Toughness was understood as alternatively verbal, performative or physical, and these differences were linked to racial and cultural differences. Similarly, there were racial and cultural differences in how expressions of masculinity were 'commodified'. Hybridised identities emerged from the multicultural context of School A but not in the monoracial context of School B. Based on the findings that boys occupied several positions simultaneously and experienced contradiction among various identity positions, it was suggested that Connell's masculinity framework provided only a limited macrosociological perspective that neglected the ambiguities of masculine subjectivity. The study identified a range of means by which boys negotiated distances for alternative masculinities outside of hegemonic standards. The collective pressure of meeting an illusory and unattainable standard of masculine acceptability was identified as a source of conflict and anxiety for most of the boys in this study. This anxiety was managed in various ways including finding alternative constructions of masculinity in sub-cultural contexts, religious experience and in traditional cultural practices. These findings have implications for programmes and policies that address issues of masculinity in relation to the challenges and risks facing adolescent boys in South Africa.Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.
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Botha, Woudri. "Ideology and myth in South African television : a critical analysis of SABC channel brand identities." Diss., 2011. http://hdl.handle.net/2263/26820.
Full textAbstract:
This dissertation investigates the brand identities of the South African Broadcasting Corporation television channels SABC1, SABC2 and SABC3 during the first decade of the 2000s (from 2000 to 2009). The study explores the manifestation and dissemination of dominant political ideologies and myths by the SABC television channels and their respective brand identities. It is argued that SABC television channels are structured and organised according to specific brand ideologies that match dominant political ideologies prevalent in South Africa. This is evident from the manner in which these channels have been organised, defined and redefined over the past years, and also from the self-promotional visual imagery shown by the television channels. The visual brand identities of each channel create the elements that make up each channel’s visual vocabulary, and each visual vocabulary in turn contributes to notions of “South Africanness” and definitions of South African identity. The study also explores the main concepts of ideology theory as a critical discursive practice to assist in a better understanding of the power relations in the SABC and its channel brands in particular. Some developments and changes in the SABC brand identities and the organisation of its television channels are studied from a historical perspective and correlated with ideology theory. In order to do this, the study also draws from semiotic theory. The author notes the semiotic quality of a brand and argues that the process of branding, the process of semiosis and the process of the dissemination of political ideologies bear structural resemblance. Basic definitions and key concepts of branding and corporate identity contribute to an enhanced understanding of the visual brand identities of the SABC television channels. An exploration of the elements specific to television channel branding helps to determine the signs, codes and meanings in SABC television channel branding.Dissertation (MA)--University of Pretoria, 2011.
Visual Arts
unrestricted