Thesis (Ph. D.)--Georgia State University, 2006. / Title from title screen. Deron Robert Boyles,committee chair; Jennifer Esposito, Heather Olson, Susan Talburt, committee members. Electronic text (194 p.) : digital, PDF file. Description based on contents viewed May 23, 2007. Includes bibliographical references (p. 182-189).

The aims of this research are to develop an intervention programme to facilitate improved crosscultural peer interactional patterns and implement it. An initial investigation was launched to determine the extent of dysfunctional relationships between pupils in a desegregated school. Available literature was consulted to obtain information about cognitive, affective, physical and social development of adolescents and fundamental aspects of peer group relationships and their relevance in improving cross-cultural relationships. The data were collated and the principles extracted formed the basis of the designed intervention model and the activities and goals incorporated in it. The model consisted o~ eight interpersonal problem-solving group sessions, centred on developmental levels to be addressed by activities designed around a theme directed to achievement of goals (adequate cross-cultural communication, development of trust, increased sensitivity) which support the primary aim of improved cross-cultural relationships. A qualitative research study, namely action research was undertaken and the intervention programme was implemented. The participants in the programme comprised eight carefully selected grade seven pupils. This researcher (facilitator) adopted the role of participant observer and recorded her observations concerning the interactions within the group and between herself and the group. The group sessions were videotaped and analysed by the researcher as well as by an outside expert. The group sessions were analysed according to the aspects of positive relationships and the expected outcomes. Guba's model was used to confirm the trustworthiness of the research. The continued effectiveness of the programme was evaluated six months later from answers to a questionnaire obtained from former group members. The group members could relate to people of other cultures better than before. This contributes to an acceptance of and respect for cultural diversity in macro-society. / Psychology of Education / D. Ed. (Psychology of Education)

Life is characterized by change, and most of the time there is some conflict. The two variables cannot be separated because there are different perceptions of change which bring about the emergence of different attitudes of people towards change. Some people will want change, some will not while others accept whatever comes their way. As a result, evolutionary and revolutionary types of change are experienced. Thus, as long as there is life, change and conflict will always be experienced. Even in the non-democratic South Africa change was experienced through pain and suffering. Conflict which was characterized by hatred and violence became the order of the day. Finally, political change from a non-democratic to a democratic South Africa engulfed South Africa with the advent of justice and equality through the democratic, all-inclusive elections of 27 April 1994. The process of break-and-make started. Change became intensified in all the spheres of life in order to redress the past. The transformation process affected all institutions. Universities were no exceptions. They had to change. The first step in the direction of change was to open them to all races. Thus, the composition of student communities drastically changed. That implies that adjustments in cultures and traditions are unavoidable. New structures which are relevant to new student compositions have to be put in place. Students who own cultures and traditions at these universities and are still comfortable with them, will most likely resist change. On the other hand, those students whose cultures and traditions are not accommodated will push for revolutionary change. Consequently, the two opposing perceptions bring about conflict. It is therefore essential to seek ways that could facilitate change and the effective management of conflict within student life. That becomes the challenge to the student affairs division since it has been established to create an environment conducive to learning despite transformational processes which often meet with vehement resistance. This study is geared to outline in detail what change entails, changes that are experienced within student communities in universities, pitfalls experienced in change processes and how change can be effectively managed. Furthermore, since conflict can result from change processes, it will be addressed by way of establishing the causes thereof and detailing how it can be best managed. / Thesis (PhD (Education Management))--University of Pretoria, 2007. / Education Management and Policy Studies / unrestricted

This thesis explored the communication and conflict style contrasts between criminal justice professionals and African American defendants that can interfere with the equitable administration of justice in the criminal justice system in Dane County, Wisconsin. The focus of this research was on the potential conflict style contrasts between criminal justice professionals and African Americans because the racial disparity in the incarceration rate was greatest for African Americans. This research project began from the premise that the racial incarceration rate disparity was caused in part by differences in cultural conflict and communication styles, and it explored the intersection of power differentials and cultural conflict and communication style differentials. The study employed the Intercultural Conflict Style Inventory, courtroom observations, and two focus groups. One focus group was composed of professionals in the criminal justice system from Dane County, Wisconsin, and the other of African Americans who have been impacted negatively by this system. All findings were used to develop specific training recommendations to help criminal justice professionals to understand conflict and communication style preferences with the intention of decreasing the disparate treatment of members of the African American community. The combined research strategies suggested that the primary culture of the criminal justice system was consistent with European American cultural preferences for low-context, direct, and emotionally restrained communication and conflict styles, which contrasts with the general preference of the African American culture for a more emotionally expressive engagement style. While this research did not specifically indicate that intercultural miscommunication directly impacts the equitable distribution of justice in Dane County, it did suggest that cultural contrasts may be one variable contributing to the inequitable distribution of justice.

This exploratory and original research project examined the Cultural Mapping & Navigation Assessment (CMN) in order to evaluate it as an intercultural training tool. This instrument was designed by KnowledgeWorkx's multicultural team to assist people in understanding cultural dimensions and developing cultural self-awareness, which are foundational to a person developing intercultural competence. The instrument was evaluated in several ways. The theoretical constructs being measured were reviewed in the literature. The questions used in the CMN were subjected to multilingual and multicultural reviewers and the instrument was statistically analyzed for reliability and validity. Based on that data, changes were made and the revised instrument was administered to a new group. Unstructured interviews were conducted with 10 of the respondents and analyzed for three themes: the degree to which respondents thought their CMN results 4 reflected them; the effects on the participants' cultural self-awareness; and helpfulness as identified by the participants. According to the interviews, the desired outcomes of in creased cultural self- and other-awareness were achieved, as was growth in understanding of cultural dimensions. Content validity is suggested by the strong theoretical foundation. Future research with a larger population will continue to provide important understanding of this valuable intercultural training tool. Finally, information is provided regarding CMN availability, training, support, and cost in order to make it easy for trainers and consultants to evaluate the instrument for their purposes.

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This study is a qualitative interpretative study of conflict management in a multicultural Namibian institution. The focus of the study is to understand how individual people in a particular organization perceive conflict, the possible sources of conflict as well as to explore the possible strategies of managing conflict. This is followed by an analysis of the general educational cultural and social characteristics of Namibia, which relate to the sources of conflict. I also make an attempt to have a deeper understanding of people from different cultural and educational backgrounds in viewing conflict and how these differences might be seen as major sources of conflict and how they deal with it - by using a case study approach. I interviewed 5 participants from different cultural backgrounds. The major research methodology I used in this study is in-depth interviews that allowed me to explore people's understanding of, attitudes to and views on conflict. I supplemented the interviews with participant observation, which allowed me to get first-hand information on how people interact socially and in meetings in order to explore possible sources and existence of conflict in meetings and how the staff dealt with it. Furthermore, I tried as much as possible to observe daily activities as an observer. People interviewed have different perceptions about conflict. Some use conflict to their advantage to arouse discussion and stimulate creative thinking. Some people find conflict to be a burden, something to be minimized. This avoidance leads to poor decisions and poor use of teams as a way to improve both decision making and acceptance of the decisions that are made. Cultural differences among staff and the process of reform emerge as the major sources of conflict. Whether a conflict will result in negative or positive consequences, or both, will depend to a large part on the strategy taken to resolve the conflict.

Questions have been raised regarding factors influencing fertility in South Africa, particularly within the different population groups. Various studies have focused on fertility in South Africa and other developing countries, based on racial differences, socio-economic statuses and geographical or environmental factors. It is clear that the major omission in the existing studies is the much-needed investigation of cultural influences on fertility outcomes. Therefore, this study is an investigation of the role of culture in influencing fertility behaviour among young women at the University of Kwa-Zulu Natal, Durban. The central question of this paper is therefore: how does culture influence fertility behaviour among young university women? To respond to this question, the study used John Bongaarts' theory on proximate determinants of fertility as lenses for this investigation. A qualitative research design was used to collect data through 14 individual in-depth interviews with multiracial and multicultural women between the ages of 22 and 31. A thematic analysis revealed that culture still plays a significant role in determining fertility outcomes. Although the participants are aware of the conservative stand of their cultures and religions, the results indicate that their personal choices for fertility behaviour are influenced by education and desire for success in their careers. In addition, the findings showed that the extent to which culture influences fertility behaviour is different across the various racial groups in South Africa. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2012.