The recent and past history of South Africa make this an ideal setting for the study of attitudes of children towards themselves, their own race group and other groups. This research examines self-esteem, perceived social stratification, racial identification and preference attributions. The study followed a cross-sectional design with a sample of 228 grade 1 and grade 4 school pupils. These children were selected from three different types of schools in the KwaZulu-Natal Midlands region ensuring representation from three of the traditionally classified race groups - Black, Indian and White. Three assessment instruments were administered: the Culture-Free Self-esteem Inventory of Battle (1992); the Social Status Technique which assessed Perceived social stratification, .racial identification and preference attributions; and an adaptation of the Social Distance Scale of Bogardus (1925) which was administered to a proportion of the sample and correlated with the Social Status Technique preference scores as a measure of validity for this scale. Analysis of the results included provision of reliability and validity data of the Social Status Technique. Results both confirm and contradict some of the various findings of recent local and international research. With respect to self-esteem, it was found that the younger black children showed significantly lower scores than the Indian and white children of the sample. The younger black children also showed less distinct scores on racial identification, as well as evidence of out-group preference attributions. Older black children showed clearer ingroup identification and preference. The younger Indian children identified mostly with their own group, but not significantly more than with the 'Nhite group. They identified significantly less with the black group. Older Indian children showed clearer own-group identification. Preference attributions were made for the Indian and white groups by the Indian subjects. White children of both age groups showed more distinct scores on in-group identification, and a greater degree of in-group preference attributions than the other two groups. All subjects showed recognition of social stratification, rating the white group as more advantaged than the Indian, and particularly the black group, which was rated lowest. Theoretical implications are discussed, and recommendations for future research in this area are made. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 1997.

The rationale behind Science Expos is to develop and empower learners to be able to identify problems and find solutions (Eskom Expo Project Guide Book, 2013). It is believed that involvement in Science Expos arouses learners' interest to pursue science related careers. But despite these ideals, there is still poor participation in Science Expos by educators and learners. I conducted this case study in five schools in Grahamstown, Eastern Cape, South Africa. The purpose of this study was to understand educators' and learners' perceptions and experiences of their participation in Science Expos. The case study was designed within an interpretive paradigm. The data were generated, triangulated and validated by a variety of methods, namely, document analysis, interviews (semi-structured and focus group) and observations. The main findings of the study were that learners who participate in Science Expos attend workshops organised by Scifest and SAEON office with the help of some of the educators and lecturers from Rhodes University. Learners' participation was influenced and assisted by the educators and peers with whom they were able to communicate and share their projects with. It emerged from the study that, as a result of participating in Science Expos, educators (teachers) and learners were exposed to a wide variety of scientific investigations and skills that are necessary for their classroom based-scientific investigations. It also emerged from this study that educators and learners face the challenge of a lack of motivation; insufficient support from schools and parents; time constraints to support learners in their participation and a lack of knowledge among some educators on their learners' projects. Some learners are even discouraged from participating in Science Expos by their peers on the grounds that they have no chance of winning. Teachers therefore require continuous mentorship and capacity building in order to encourage their learners to partake.

This study focuses on the influence of particular teaching strategies that can be used in Environmental Education (EE) and examines how specific methods influence knowledge retention and attitude change. The aim of the study is to compare the 'traditional' lecture style method where learners are passive, with cooperative learning to determine their influence on learners’ knowledge retention and attitude towards marine conservation. Both methods can be considered effective teaching methods to increase knowledge retention and induce a positive change in environmental attitudes. However, this study suggests that the teaching method used in a particular school could influence the learning outcomes of the EE programme because of pre-existing abilities, skills the learners may have and context to which the learners are exposed. In conclusion, when offering an EE programme, for the programme to be successful one would need to determine which method of teaching is practised within schools and then ensure that the same method is used. / Teacher Education / M. Ed. (Environmental Education))

This study focuses on the influence of particular teaching strategies that can be used in Environmental Education (EE) and examines how specific methods influence knowledge retention and attitude change. The aim of the study is to compare the 'traditional' lecture style method where learners are passive, with cooperative learning to determine their influence on learners’ knowledge retention and attitude towards marine conservation. Both methods can be considered effective teaching methods to increase knowledge retention and induce a positive change in environmental attitudes. However, this study suggests that the teaching method used in a particular school could influence the learning outcomes of the EE programme because of pre-existing abilities, skills the learners may have and context to which the learners are exposed. In conclusion, when offering an EE programme, for the programme to be successful one would need to determine which method of teaching is practised within schools and then ensure that the same method is used. / Teacher Education / M. Ed. (Environmental Education))

Mixed race and African South African parents of children coming out as Lesbian, Gay, Bisexual, Transsexual, Intersex, Queer, Questioning and A-Sexual+ have a unique set of challenges within their cultural, religious and social contexts. The problem statement for the study entails that parents have to deal with familial and societal perceptions and reactions to their child coming out, face their own challenges and fears concerning their child’s sexual orientation or identity, and find coping strategies to deal with their coming out as LGBTIQA+. During my research in the UNISA library and online I found that there is a paucity of literature on this subject matter, especially within the South African context. The aim of this study was to obtain an in-depth understanding of these mixed race and African parents’ experiences, challenges and coping strategies in relation to a child coming out as LGBTIQA+. The Resiliency Theory of Family Stress, Adjustment and Adaptation, as linked to Hill’s Stress Theory and the Strength-based approach, were adopted as related theories within the theoretical framework of this study. A qualitative approach was employed, as I intended to gain insight into the lived experiences, challenges and coping strategies of mixed race and African South African parents in relation to a child coming out as LGBTIQA+, as well as to gain advice on social work support. A phenomenological and collective instrumental case study design, together with an explorative, descriptive and contextual strategy of inquiry, were used to explore, describe and contextualise how mixed race and African parents of LGBTIQA+ children experienced their children’s coming out, what their challenges were, and the coping strategies they employed to manage the challenges experienced. The sample of participants was selected by utilising purposive sampling. Semi-structured interviews, contained in an interview guide, were used to collect the data that was analysed using Tesch’s method of analysis (in Creswell, 2014:198). The data were collected by means of individual interviews and presented in a cross-person manner using selected narratives from the participants. Guba’s model, as espoused in Krefting (1991) and Lietz and Zayas (2010), was used and the four aspects of trustworthiness, namely credibility, transferability, dependability and confirmability, were applied. Ethical considerations were observed. The findings led the researcher to make recommendations regarding social work practice, education and further research into the phenomenon of parental experiences, challenges and coping strategies in relation to a child coming out as LGBTIQA+. In terms of parental experiences of their child coming out as LGBTIQA+, I found that parents were surprised and unhappy, disappointed, pained and shocked, and fearful for their child’s safety when they realised he or she was LGBTIQA+. When it came to their challenges and fears, the parents openly admitted that what the community, church and external family would make of their child being LGBTIQA+ caused stress for them. Lastly, the parents made recommendations to social workers based on their experiences, challenges and coping strategies, indicating that social workers should focus on sharing information and guiding parents; but firstly, social workers must have self-awareness and understand their own attitudes toward LGBTIQA+ matters. / Social Work / MA (Social Work)