Online shopping is a growing phenomenon all over the world, and it has thus had an influence on the shopping process for many consumers (Brengman et al., 2005:79; Brown et al., 2003:1667; Kau et al., 2003:139). Consumers are now choosing to shop online due to changes in their lifestyles and demographic diversity (Kau et al., 2003:139). The purpose of this research was to examine the extent to which demographic diversity influenced online shopping orientation and propensity to buy online. The researcher first conducted an in-depth theoretical study of previous research into demographic diversity, online shopping orientation and propensity to buy online. Next, the researcher conducted an empirical survey questionnaire, in order to assess the opinions of students at the three selected Eastern Cape universities. Phinney's (1992:156) multi-group ethnic identity measure was administered in order to identify how respondents feel about their ethnicity and/or how they react to their own ethnic group. Kau et al.,'s (2003) online shopping orientation measure was used to help identify six relevant online shopping factors. The six online shopping factors where then used to describe six online shopping orientation types. The main findings of this research conducted at three Universities in the Eastern Cape can be summarised as follows: Ethnic Identity Profile: - Within this research it was found that respondents at all three universities in general had a strong ethnic identity to their specified ethnic group, according to the two ethnic identity factors namely; commitment and exploration. Online Shopping Orientation Profile: - Within this research it was found that the respondents at all three universities in general could be categorised in one of six online shopping orientation types according to six online shopping factors. The extent to which demographic diversity influences types of online shopping orientation: - From the research hypotheses it was concluded that a relationship exists between demographic diversity and types of online shopping orientations, whereby the gender, race and ethnicity of respondent is likely to influence the way consumers shop online, namely the consumers‟ online shopping orientation. The extent to which demographic diversity influences propensity to buy online: - From the research hypotheses it was concluded that a relationship exists between demographic diversity and propensity to buy online, whereby the gender of respondents is likely to influence whether consumers buy online in the future. - From the research hypotheses it was concluded that no relationship exists between demographic diversity and propensity to buy online, whereby the race and ethnicity of respondents is not likely to influence whether consumers buy online in the future. The extent to which types of online shopping orientation influence propensity to buy online: - The findings suggest that different online shopping orientations have different propensities to buy online in the future. Hence, marketers should be aware of the online shopping orientations more likely to buy online in the future and focus their marketing programs on them. They should also try new ways to attract the online shopping orientations that may not buy online, in the hopes of changing their opinions and perceptions of the Internet and online shopping. South Africa, in particular, consists of multi-racial and diverse ethnic origins, which has resulted in a demographically diverse South African nation. Therefore, marketers need to develop a better understanding of consumers‟ online shopping orientation (Donthu and Garcia, 1999:57; Jayawardhena and Foley, 2000:19; Kau et al., 2003:140). Understanding consumers' online shopping orientation will assist marketers in being able to market to specific consumers and meet the needs of consumers effectively (Kau et al., 2003:140). Since demographic diversity influences the online shopping orientations of consumers, major opportunities for marketers will be provided by accommodating for a demographically diverse South African nation.

Thesis (D. Tech. (Business Administration)) -- Central University of technology, Free State, 2013 / This study was carried out to examine the interaction between ethnicity and entrepreneurship in a South African setting. Specifically, a survey using a questionnaire was carried out to determine the influence ethnicity has on entrepreneurial behaviour and attitudes among the Tswana, Afrikaner, Coloured and Indian entrepreneurs in the Naledi Local Municipality in the North West Province of South Africa. A literature review preceded the empirical study to fully comprehend the theoretical and conceptual underpinnings of the interaction between ethnicity and entrepreneurship among different ethnic groups. In the empirical study phase, a questionnaire was administered to 400 randomly selected entrepreneurs in order to collect data on their motives for starting business, source of start-up capital and their attitudes/behaviours regarding risk in business. Waldinger et al.'s (1996) structure, enclave, cultural and situation theories were used as the theoretical base. Out of a total of 400 questionnaires that were distributed, 338 were usable representing an 84.5% response rate. The chi-square tests found significant differences (p < 0.05) between the four ethnic groups on all the key dimensions of ethnicity on entrepreneurship and the success/performance of the four ethnic groups in business. The chi-square test shows that businesses operated/owned by Afrikaner and Indian ethic groups are more likely to perform better than those owned and operated by their Tswana and Coloured counterparts.

Die studie fokus op etnisiteit gedurende die oorgang na 'n nuwe politieke bedeling in Suid-Afrika. Op teoretiese vlak is aandag gegee aan ideologiese strominge; dimensies van etnisiteit; die omskrywing van etnisiteit en die onderskeid tussen etnisiteit en ander vorme van groepidentifisering. Etnisiteit is verder op sosiaalsielkundige vlak ontleed, terwyl die invloed van ekonomiese, politieke en staatkundige faktore verreken is. Kontekstuele faktore tydens die ondersoek wat resultate kon be'invloed, is ook bestudeer. Die empiriese komponent het 'n vraelysopname in die Pretoria-WitwatersrandVereeniging- gebied (Gauteng) behels. Onderhoude is gedurende Januarie en Februarie 1994 voltooi, aan die vooraand van 'n nuwe politieke bedeling. Ewekansige steekproewe is getrek van 466 swartmense en 460 witmense (347 Afrikaanssprekendes en 113 Engelssprekendes). Patrone van etniese, staatkundige en rasse-identifisering; die betekenis van etnisiteit vir die individu; persepsies van die situasie van groepe en faktore wat etniese identifisering kon be"invloed, is gedek. Die konstrukgeldigheid en dimensies van skale is met hoofkomponent- en hooffaktorontledings ondersoek. Variansie-ontledings het verskille tussen groepe ge'identifiseer, terwyl meervoudige regressie-ontledings voorspellers van etniese identifisering uitgelig het. Belangrike bevindings is die volgende: * Etnisiteit was 'n belangrike bron van groepidentifisering vir sowel swartmense as witmense. 'n Sielkundige dimensie - etniese identiteit - wat verband hou met trots op en lojaliteit teenoor die onsgroep was onderskeibaar. Sterker etniese identifisering het by alle groepe gekorreleer met identiteitsverwerwing; betrokkenheid by en eksplorasie ten opsigte van die onsgroep; minder ambivalente gevoelens oor onsgroeplidmaatskap en 'n drang om onsgroepbelange te beskerm. Sterker etniese identifisering het by Afrikaanssprekende witmense met 'n positiewe selfbeeld en by swartmense met 'n negatiewe selfbeeld gekorreleer. Laer onderwyskwalifikasies het by Afrikaanssprekende witmense met sterker etniese identifisering gekorreleer. Die teenoorgestelde het gegeld vir Afrikaanssprekendes met hoer onderwyskwalifikasies. Persepsies van bedreiging het by Afrikaanssprekende witmense met sterker etniese identifisering verband gehou. Sterker etniese identifisering het by alle groepe 6f met negatiewe tussengroepgedrag 6f met negatiewe tussengroephoudings gekorreleer. Die gevolgtrekking word gemaak dat op alle terreine rekening gehou moet word met die etniese heterogeniteit van die Suid-Afrikaanse samelewing. / The study focuses on ethnicity during the transition to a new political dispensation in South Africa. At the theoretical level, attention was given to ideological trends; dimensions of ethnicity; the description of ethnicity and the distinction between ethnicity and other forms of group identification. Ethnicity was furthermore analyzed at the socio-psychological level, while the influence of economic, political and constitutional factors was also considered. Contextual factors during the investigation which could have influenced the results were also analyzed. The empirical component comprised a questionnaire survey in the PretoriaWitwatersrand- Vereeniging area (Gauteng). Interviews were conducted during January and February 1994, on the eve of a new political dispensation. Randomly selected samples were drawn of 466 blacks and 460 whites (347 Afrikaansspeaking and 113 English-speaking). Patterns of ethnic, national and race identification; the meaning of ethnicity for the individual; perceptions of the situation of groups and factors that could influence ethnic identification were covered. The construct validity and dimensions of scales were investigated by means of main component and main factor analyses. Variance analyses identified differences between groups, whereas multiple regression analyses were used to determine predictors of ethnic identification. Important findings were the following: * Ethnicity was an important source of group identification for blacks as well as whites. A psychological dimension - ethnic identity - that related to pride in and loyalty to the ingro11p was highlighted. Stronger ethnic identification correlated among all groups with identity formation; involvement with and exploration regarding the ingroup; less ambivalent feelings about ingroup membership and an urge to protect ingroup interests. Stronger ethnic identification correlated among the Afrikaans-speaking whites with a positive self-image and among the blacks with a negative selfimage. Lower educational qualifications correlated among Afrikaans-speaking whites with stronger ethnic identification. The opposite applied to Afrikaansspeaking whites with higher educational qualifications. Perceived threats were associated with stronger ethnic identification among Afrikaans-speaking whites. Stronger ethnic identification correlated among all groups either with negative intergroup behaviour or with negative intergroup attitudes. It is concluded that ethnic heterogeneity should be taken into account in all spheres of the South African society. / Department of Psychology / D. Lit. et Phil (Psychology)

Text in Afrikaans / In hierdie verhandeling word gepoog om teen die agtergrond van multikulturele skoolsituasies in Suid-Afrika 'n oorsig van die problematiek random kommunikasievaardighede te gee. Algemene intra- en interpersoonlike kommunikasievaardighede word uitgelig. In aansluiting by 'n literatuurondersoek is kwalitatiewe data deur middel van onderhoude met skoolhoofde en onderwysers wat by multikulturele skoolsituasies betrokke is, ingesamel. Die wyse waarop mense met mekaar praat is deurslaggewend. Kommunikasieprobleme kan ontstaan wanneer kultuurgroepe met mekaar kommunikeer. Die hantering van misverstande en konflik in multikulturele skoolsituasies is belangrik. Onderwysbestuurders moet verskeie kommunikasievaardighede tydens 'n konfliksituasie aanwend. Die doeltreffende funksionering van 'n skool word grootliks medebepaal deur effektiewe kommunikasievaardighede wat toegepas word om verhoudinge tussen verskillende groepe te verbeter. Onderwysbestuurders behoort opgelei te word om effektief met alle betrokkenes in 'n konfliksituasie te kommunikeer. / This paper endeavours to give a review of the problematic nature of communication skills against the background of multicultural school situations in South Africa. General intra and interpersonal communication skills are highlighted. Further to the literature review, qualitative data has been gathered through interviews with a number of principals and teachers who are involved in multicultural school situations. The manner in which people speak to each other is important. Communication problems can occur when culture groups communicate. The management of misunderstandings and conflict is important in multicultural school situations. Education managers must utilise several communication skills during a conflict situation. The successful functioning of a school is essentially co-determined by the employment of effective communication skills to improve relationships between different groups. Education managers should be trained to communicate effectively with all persons involved in a conflict situation. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)

Die studie fokus op etnisiteit gedurende die oorgang na 'n nuwe politieke bedeling in Suid-Afrika. Op teoretiese vlak is aandag gegee aan ideologiese strominge; dimensies van etnisiteit; die omskrywing van etnisiteit en die onderskeid tussen etnisiteit en ander vorme van groepidentifisering. Etnisiteit is verder op sosiaalsielkundige vlak ontleed, terwyl die invloed van ekonomiese, politieke en staatkundige faktore verreken is. Kontekstuele faktore tydens die ondersoek wat resultate kon be'invloed, is ook bestudeer. Die empiriese komponent het 'n vraelysopname in die Pretoria-WitwatersrandVereeniging- gebied (Gauteng) behels. Onderhoude is gedurende Januarie en Februarie 1994 voltooi, aan die vooraand van 'n nuwe politieke bedeling. Ewekansige steekproewe is getrek van 466 swartmense en 460 witmense (347 Afrikaanssprekendes en 113 Engelssprekendes). Patrone van etniese, staatkundige en rasse-identifisering; die betekenis van etnisiteit vir die individu; persepsies van die situasie van groepe en faktore wat etniese identifisering kon be"invloed, is gedek. Die konstrukgeldigheid en dimensies van skale is met hoofkomponent- en hooffaktorontledings ondersoek. Variansie-ontledings het verskille tussen groepe ge'identifiseer, terwyl meervoudige regressie-ontledings voorspellers van etniese identifisering uitgelig het. Belangrike bevindings is die volgende: * Etnisiteit was 'n belangrike bron van groepidentifisering vir sowel swartmense as witmense. 'n Sielkundige dimensie - etniese identiteit - wat verband hou met trots op en lojaliteit teenoor die onsgroep was onderskeibaar. Sterker etniese identifisering het by alle groepe gekorreleer met identiteitsverwerwing; betrokkenheid by en eksplorasie ten opsigte van die onsgroep; minder ambivalente gevoelens oor onsgroeplidmaatskap en 'n drang om onsgroepbelange te beskerm. Sterker etniese identifisering het by Afrikaanssprekende witmense met 'n positiewe selfbeeld en by swartmense met 'n negatiewe selfbeeld gekorreleer. Laer onderwyskwalifikasies het by Afrikaanssprekende witmense met sterker etniese identifisering gekorreleer. Die teenoorgestelde het gegeld vir Afrikaanssprekendes met hoer onderwyskwalifikasies. Persepsies van bedreiging het by Afrikaanssprekende witmense met sterker etniese identifisering verband gehou. Sterker etniese identifisering het by alle groepe 6f met negatiewe tussengroepgedrag 6f met negatiewe tussengroephoudings gekorreleer. Die gevolgtrekking word gemaak dat op alle terreine rekening gehou moet word met die etniese heterogeniteit van die Suid-Afrikaanse samelewing. / The study focuses on ethnicity during the transition to a new political dispensation in South Africa. At the theoretical level, attention was given to ideological trends; dimensions of ethnicity; the description of ethnicity and the distinction between ethnicity and other forms of group identification. Ethnicity was furthermore analyzed at the socio-psychological level, while the influence of economic, political and constitutional factors was also considered. Contextual factors during the investigation which could have influenced the results were also analyzed. The empirical component comprised a questionnaire survey in the PretoriaWitwatersrand- Vereeniging area (Gauteng). Interviews were conducted during January and February 1994, on the eve of a new political dispensation. Randomly selected samples were drawn of 466 blacks and 460 whites (347 Afrikaansspeaking and 113 English-speaking). Patterns of ethnic, national and race identification; the meaning of ethnicity for the individual; perceptions of the situation of groups and factors that could influence ethnic identification were covered. The construct validity and dimensions of scales were investigated by means of main component and main factor analyses. Variance analyses identified differences between groups, whereas multiple regression analyses were used to determine predictors of ethnic identification. Important findings were the following: * Ethnicity was an important source of group identification for blacks as well as whites. A psychological dimension - ethnic identity - that related to pride in and loyalty to the ingro11p was highlighted. Stronger ethnic identification correlated among all groups with identity formation; involvement with and exploration regarding the ingroup; less ambivalent feelings about ingroup membership and an urge to protect ingroup interests. Stronger ethnic identification correlated among the Afrikaans-speaking whites with a positive self-image and among the blacks with a negative selfimage. Lower educational qualifications correlated among Afrikaans-speaking whites with stronger ethnic identification. The opposite applied to Afrikaansspeaking whites with higher educational qualifications. Perceived threats were associated with stronger ethnic identification among Afrikaans-speaking whites. Stronger ethnic identification correlated among all groups either with negative intergroup behaviour or with negative intergroup attitudes. It is concluded that ethnic heterogeneity should be taken into account in all spheres of the South African society. / Department of Psychology / D. Lit. et Phil (Psychology)

Text in Afrikaans / In hierdie verhandeling word gepoog om teen die agtergrond van multikulturele skoolsituasies in Suid-Afrika 'n oorsig van die problematiek random kommunikasievaardighede te gee. Algemene intra- en interpersoonlike kommunikasievaardighede word uitgelig. In aansluiting by 'n literatuurondersoek is kwalitatiewe data deur middel van onderhoude met skoolhoofde en onderwysers wat by multikulturele skoolsituasies betrokke is, ingesamel. Die wyse waarop mense met mekaar praat is deurslaggewend. Kommunikasieprobleme kan ontstaan wanneer kultuurgroepe met mekaar kommunikeer. Die hantering van misverstande en konflik in multikulturele skoolsituasies is belangrik. Onderwysbestuurders moet verskeie kommunikasievaardighede tydens 'n konfliksituasie aanwend. Die doeltreffende funksionering van 'n skool word grootliks medebepaal deur effektiewe kommunikasievaardighede wat toegepas word om verhoudinge tussen verskillende groepe te verbeter. Onderwysbestuurders behoort opgelei te word om effektief met alle betrokkenes in 'n konfliksituasie te kommunikeer. / This paper endeavours to give a review of the problematic nature of communication skills against the background of multicultural school situations in South Africa. General intra and interpersonal communication skills are highlighted. Further to the literature review, qualitative data has been gathered through interviews with a number of principals and teachers who are involved in multicultural school situations. The manner in which people speak to each other is important. Communication problems can occur when culture groups communicate. The management of misunderstandings and conflict is important in multicultural school situations. Education managers must utilise several communication skills during a conflict situation. The successful functioning of a school is essentially co-determined by the employment of effective communication skills to improve relationships between different groups. Education managers should be trained to communicate effectively with all persons involved in a conflict situation. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)

Throughout South Africa’s post-Apartheid history, the ANC-led government has undertaken a distinct nation-building program in pursuit of “a truly united, democratic and prosperous South Africa” (ANC, 2007). This is reflected in a two-pronged approach, coupling political and socioeconomic transformation with the social-psychological aspect of forging a broad and inclusive national consciousness. The ANC’s “rainbow nation” approach embraces cultural diversity through what I shall call the practice of “interculturalism”. Interculturalism is a way of recognizing commonalities, reducing tensions and promoting the formation of social partnerships among different cultural groups. The ANC has also promoted a civic culture based on the principles of liberal democracy, non-racism, equality and the protection of individual rights. Interculturalism and civic nationalism are critically important factors to South African nation-building since together they foster a shared public culture and support meaningful participation in the creation of a truly just and democratic South Africa. Unfortunately, in many ways South African society remains deeply divided by race, ethnicity and economic inequality. This thesis analyses various theoretical approaches to national identity and nationbuilding with the aim of identifying several concepts which arguably throw light on the problems of South African nation-building and national identity formation. It is argued that interculturalism and civic nationalism are context appropriate approaches which have been adopted by the ANC to further an inclusive sense of shared public culture and promote participation in the creation of a shared public future. These approaches have led to the limited emergence of a broad South African national identity. However, South Africa’s commitment to socio-economic transformation has been less successful in generating widespread support for a broad national identity. While some of those previously disadvantaged under Apartheid have benefited from poverty alleviation schemes, service delivery initiatives and black economic empowerment programs, many continue to suffer from homelessness, unemployment and worsening economic conditions. Increasing economic marginalization has caused growing discontent among South Africa’s poor and constitutes the biggest threat to the formation of a cohesive national identity in South African society. Ultimately, it is argued that while interculturalism and civic nationalism have played an important role in fostering the growth of a broad national identity, true South African social cohesion will fail to emerge without a massive and sustained commitment to wide-ranging socio-economic transformation.

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.

The research was undertaken to analyse and evaluate the nature and quality of interactions in multicultural primary school classrooms. Special attention was focused on the influence 25 independent variables had on the dependent variable, namely group membership. Literature indicates that warm and nurturant relationships within the family help the child to achieve independence and promote social adjustment outside the home. Literature also reveals that self-acceptance and acceptance of others are dependent on the self-concept, and that acceptability in peer groups is enhanced by characteristics such as friendliness, cooperation, emotional stability and intellectual ability. It is essential to mention that some researchers claim that within multicultural classrooms, pupils often interact in racially and culturally segregated patterns. Others maintain that no racial and cultural discrimination is evident in the choice of friends in multicultural classrooms. The empirical research was undertal<.en by administering four measuring instruments, namely own designed questionnaire, the sociogram, the self-concept scale for primary school pupils and the children's personality questionnaire to 121 standard five pupils in multicultural primary schools. The administering of these instruments was aimed at determining the influence of the independent variables on the dependent variable. The stepwise discriminant analysis method revealed that of the 25 independent variables, only six, namely family background, friendship skills, gender, scholastic achievement and personality factors E (submissive versus dominant) and Q3 (undisciplined versus controlled) contributed to the variance in group membership. The multiple discriminant function was used to determine how close the individual scores of children were, in a given friendship group. The general pattern obtained, indicated that children choose each other on the basis of similar characteristics. A point that clearly came to light, is that race and language/culture do not contribute to the variance in group membership. Children formed various friendship groups across racial and cultural lines. In view of the aforementioned findings, the researcher made recommendations on ways in which parents and teachers can create suitable teaching and learning environments for children from diverse cultural milieus. / Psychology of Education / D.Ed. (Psychology of Education)

The research was undertaken to analyse and evaluate the nature and quality of interactions in multicultural primary school classrooms. Special attention was focused on the influence 25 independent variables had on the dependent variable, namely group membership. Literature indicates that warm and nurturant relationships within the family help the child to achieve independence and promote social adjustment outside the home. Literature also reveals that self-acceptance and acceptance of others are dependent on the self-concept, and that acceptability in peer groups is enhanced by characteristics such as friendliness, cooperation, emotional stability and intellectual ability. It is essential to mention that some researchers claim that within multicultural classrooms, pupils often interact in racially and culturally segregated patterns. Others maintain that no racial and cultural discrimination is evident in the choice of friends in multicultural classrooms. The empirical research was undertal<.en by administering four measuring instruments, namely own designed questionnaire, the sociogram, the self-concept scale for primary school pupils and the children's personality questionnaire to 121 standard five pupils in multicultural primary schools. The administering of these instruments was aimed at determining the influence of the independent variables on the dependent variable. The stepwise discriminant analysis method revealed that of the 25 independent variables, only six, namely family background, friendship skills, gender, scholastic achievement and personality factors E (submissive versus dominant) and Q3 (undisciplined versus controlled) contributed to the variance in group membership. The multiple discriminant function was used to determine how close the individual scores of children were, in a given friendship group. The general pattern obtained, indicated that children choose each other on the basis of similar characteristics. A point that clearly came to light, is that race and language/culture do not contribute to the variance in group membership. Children formed various friendship groups across racial and cultural lines. In view of the aforementioned findings, the researcher made recommendations on ways in which parents and teachers can create suitable teaching and learning environments for children from diverse cultural milieus. / Psychology of Education / D.Ed. (Psychology of Education)