Thesis (Ph. D.)--University of Albany, 2003. / Description based on print version record. Includes bibliographical references (p. 193-204) and index.

Although many cultures attach great value to young males attending traditional initiation schools, there are a number of questions that remain unanswered. Because of the secrecy that surrounds these schools, there may be many opportunities for addressing vital social issues that may not be made use of or are not known. The purpose of this study was to explore the role played by the initiation schools in educating the young men about HIV/AIDS and gender related issues in the Maluti area in the Eastern Cape from the leader’s and from the initiates’ perspectives. A comparison with non-initiates was also conducted. The researcher also aimed to explore the programs offered at the initiation schools; whether initiation schools serve as a source of knowledge pertaining to HIV/AIDS and gender related issues to the young men. The researcher conducted interviews with leaders of two different initiation schools, focus group discussions with two groups of young males that had attended two different initiation schools, and also with one group of young males that had not yet attended initiation school in the Maluti area. The study was qualitative and data was analysed using content analysis. The results reflect that both initiated and uninitiated young males had attended same workshops on gender issues offered through their schools, the only difference in knowledge and attitude is therefore based on what the initiated youth learnt from the initiation school. This knowledge reflected an understanding of equity principles in treating women. In addition, the initiated young males reflected some understanding of the equal rights and treatment of women. However there was little difference between the two groups of young males, perhaps because there was apparently not much included at initiation school. Another reason could have been because the initiates did not perceive it as one of the important issues discussed since there was little emphasis coming from the initiation school, the leaders or from the visiting speakers. / Thesis (M.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

Dissertation (PhD)--Stellenbosch University, 2003.

South Africa has not escaped the rising prevalence and severe impact of HIV/AIDS in relation women. From an economic and social vantage point, the HIV/AIDS epidemic hits women the hardest, with underprivileged black women the most susceptible to the virus. The theoretical framework of this research focuses on the intersection between HIV/AIDS, gender inequality and gender violence, and more specifically, on certain cultural practices and customs that contribute towards and exacerbate women’s subordination and inequality, which in turn, increase women’s exposure to become infected with HIV. Relevant to this focus is inevitably an investigation of perceived threats to specific fundamental human rights as a result of some entrenched practices that continue to reinforce women’s subordinate position in society, aggravated by the high incidence of gender violence. / Constitutional, International and Indigenous Law / LL.M.

The need to carry out an analysis of gender issues in development stems from a concern about the persistent inequalities surrounding African rural women. Women assume social and economic roles inside and outside the household but their contribution does not receive due recognition. Having being excluded from crucial decision making processes, their productive roles have been secondary to their reproductive responsibilities. The purpose of this study was to highlight the negative impact imposed by gender oppression on women's economic and social progress. This necessitated an in-depth review of literature that included journals, books, newspaper articles and general publications. The review reflected that women have undisputedly faced social, cultural, economic, political and educational barriers and that simple rhetoric has not done much to alleviate women's subordinate position and dependency on men. Finally a suggested plan- of action followed to provide an axis around which gender issues in development should revolve. / Development Studies / M. Admin. (Development Administration)

This thesis analyzes rape coverage in a Grahamstown newspaper, Grocott’s Mail. Critical discourse analysis is used to discuss and analyze articles about rape that appear in Grocott’s Mail between October 14th 2008 and October 29th 2009. Drawing on existing literature on ‘rape myths’ in media coverage of rape, this thesis argues that Grocott’s Mail perpetuates racial and gender stereotypes through the way in which it reports on rape. While not all of the articles included in the analysis use rape myths, most use one or more when discussing rape incidents. Specifically, Grocott’s Mail tends to use rape myths that blame the victim for the rape and de-emphasize the role of the perpetrator in the rape. This is problematic as it sustains existing racial and gender inequalities.

M.Ed. / The problem in this research lies in the absence of women in management positions and women being poorly represented in decision-making in Soweto Schools. The purpose of this research is to argue for the increased number of women in educational management and to discuss the problems that women encounter in management positions in the Gauteng Department of Education. This is a qualitative research. The researcher interviewed, observed and recorded four school principals, five heads of Department and SADTU gender president. The findings are that the legacy of women discrimination still prevails from the apartheid era and male colleagues enjoy seniority. The researcher's recommendation is that no person may unfairly discriminate, directly or indirectly against an employee in any employment policy or practice on one or more grounds including gender, race, sex, ethnic or social origin, colour, sexual orientation, age, political opinion, marital status and culture. There should be no harassment of employees.

No description available.

Indiana University-Purdue University Indianapolis (IUPUI) / Wharton’s heroines are ordinary women who fight to secure material comfort and create selves that satisfy their emotional and sexual needs. These women often find that the two goals are mutually exclusive, since society strictly dictates appropriate behavior. This code of behavior stems from their relation to men: as objects to be won, as wives, and as mothers. In many instances, women are not even aware of their prescriptive roles and confuse their search for self with a search for security. Material comfort does not nurture Wharton’s heroines’ inner selves and they feel a metaphysical dissatisfaction, often seeking to find contentment through divorce or affairs. What they find in either case is that the cure to their ennui is not material, but mental. Wharton’s women seek a transcendent self—a self that is not dependent upon popular notions of respectability; a spiritual state that is independent from any attachment to social imperatives.

A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Wits School of Education, University of the Witwatersrand, Johannesburg, 2016. / Gender inequality has been an area of concern internationally, regionally and nationally. Black South African women in general suffered triple oppression during the apartheid regime, based on race, gender and class oppression. Higher education mirrored the varied forms of marginalisation that existed in society and therefore the majority did not have the access to quality higher education afforded their white minority counterparts. The few black women who did have access were concentrated in historically disadvantaged institutions or studied through correspondence (Chisholm & September, 2005). The courses for which they were enrolled were aimed at perpetuating male dominance in the public sphere and domesticating them through women’s traditional roles of nurturing and caring. With the advent of democracy in 1994 the gates of higher education were opened to students who had previously been excluded. Effectively, black people in general and women in particular benefitted from race and gender categories of equity, according to the Department of Education, White Paper (1997). The equity clause that has been integrated in higher education policies encapsulates a clause that targets the redress of gender-related inequities and inequalities, aimed at ameliorating women’s access to higher education. Although race, gender and disability were identified, the National Plan (2001) notes that race equity had been given primacy in policies over gender equity. I argue that aggregated data emanating from recent studies in higher education indicate that 57% of the current female population are accessing public higher education. Although the figures from documentary evidence affirm a high presence, on examination of other factors this study found a more nuanced picture. Specifically, a change in equity deduced from the same data indicates that fewer women were enrolled in courses such as Science, Engineering and Technology (SET) or in postgraduate studies. Other areas of concern include high dropout rates, attrition and throughput (CHE, 2010; Draft Green Paper, 2012). This argument is made using theoretical and thematic exploration of post-apartheid South African gender equity reform agenda in higher education. In addition, higher education policy documents (National Council for Higher Education, 1996; White Paper, 1997; Higher Education Act, 1997; National Plan for Higher Education, 2001) and gender laws and frameworks have informed the study. It has aligned itself to one of the goals of White Paper (1997) that noted that in order for equity to be meaningful to the formerly disadvantaged; access and success have to run concurrently. Ultimately, the study has contended that by homogenising women the particular contexts of social justice have not been recognised (Young, 1990). The implication of the misrecognition of the particular and specific experiences of black women in higher education could be contributing to the enigmatic low throughput, high dropout rates and high levels of attrition currently being experienced in higher education. This thesis poses a challenge to policymakers and institutions of higher learning to shift their attention from viewing the attainment of gender equity and equality through notions of expanded access (global participation). To narrow the current gap it proposes a hybridisation of equity and equality policies (macro) with initiatives that target the particular and specific conditions (micro) of black women who access higher education. Key words: gender, equity, higher education, post-apartheid, policy, women.