African American women continue to enroll at historically White institutions (HWIs) to pursue their bachelor’s degrees (Miller, 2017). African American women continue to experience exclusion (Zamani, 2003) and hostile environments (Evans, 2007; Patton & Croom, 2017; Zamani, 2003) that demean African American women. Nevertheless, African American women persist and succeed in higher education. Although access in the United States has increased for non-white populations, decades of research on discriminatory environments at historically white colleges and universities creating campus climates that are unwelcoming towards African American women. Intersectionality (Crenshaw, 1991) focuses on how African American women’s lives cannot be explored without consideration other multiple identities. In spite of the challenging campus climate, African American women continue to attend HWIs (Miller, 2017) and succeed (Miles, Jones, Clemons, & Golay, 2011). Prior research does not adequately explore the pathways to African American college women's success. The purpose of this study is to investigate the strategies and networks of African American undergraduate women access, create and employ to succeed while attending historically white institutions.

Student Number : 8708508W - PhD thesis - School of Education - Faculty of Humanities / As the title implies, this research concerned the convergence of race and culture in school settings. How the two categories are related is a complex matter, especially in the context of South Africa where race has played, and continues to play, a critical role in the formation of culture. The study aimed to investigate the dynamics of teaching and learning in racially diverse classrooms in three historically white former Model C Schools in Ekhuruleni East District of Gauteng Department of Education (GDE). To this end I conducted a multiple case study with Grade 8 pupils and their teachers, with a primary intention of illuminating the challenges, attitudes and emotions experienced by teachers and pupils, as well as the dynamics between teachers and pupils, and among pupils. Eight questions guided the data collection through extended on-site observation and interviews: (i) What are the experiences and challenges of teachers and pupils in racially/culturally diverse classrooms? (ii) How do teachers and pupils respond to these experiences and challenges? (iii) What preparation if any, have teachers had in order to face these challenges in racially/culturally diverse classrooms? (iv) How do teachers and pupils and pupils and pupils from diverse race groups interact? (v) What are teachers and pupils opinions about racially diverse classrooms?(vi) What is the significance of race to pupils at the three schools? (vii) How is race conceptualised and lived at school? (viii) What is the impact of the discourse of race on the lives of black pupils? The theoretical framework of this research is situated in the field of teaching and cultural diversity. In order to place the research questions and findings in the context of international and local research and debate on cultural diversity in education, I consulted a wide range of both international and local literature. The thesis presents the main research findings, in terms of four broad themes that cut across the research questions: Change, Subjective Reality and Assimilation; Discourse of Blame and Cultural Deficit Discourse; Home Culture versus School Culture; Perceived Racism or Racism as a Consequence of Change. The analysed data revealed that teachers’ were frustrated and it was evident from their subjective reality that they were not dealing well with change. Pupils preferred homogeneous groups rather than integrated groups thus there was little interaction between racial groups. Hostility was evident and in some cases resulted in fights between black and white pupils. Black pupils perceived the presence of racism among some white teachers and pupils This study could, despite its limitations, pave the way for far more elaborate studies to be conducted.. Since statutory racial integration in South Africa is only ten years old the discourse of racial diversity needs to be illuminated through extensive and intensive research. Teachers need to address both social and educational aims simultaneously as the findings suggest that unless teachers acknowledge and understand diversity in their classrooms and understands the backgrounds of their pupils; these pupils are likely to remain marginalised and desegregated schools run the risk of not contributing to social change.

Masters in Public Administration - MPA / This study investigated the administration of the National Student Financial Aid Scheme (NSFAS) for undergraduate students and its impact on the students' academic progress at a Historically Black University (HBU) in the Western Cape Province. It therefore dealt with the students' inability to fund their university education and the challenges they experienced because of the way in which NSFAS was administered at the university. The aim of the study was to investigate how the financial assistance received from NSFAS, or a lack thereof, impacted on the students' academic progress, and ultimately, their retention and success. The objective was to arrive at recommendations that could improve the process and enable the students to concentrate on their academic studies without financial stress and agony.

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The purpose of this study was to portray the experiences of African-American tenured female faculty employed within Historically White, public institutions of higher education in Virginia. This study is a portrait of the career paths, teaching experiences, institutional experiences, community and personal activities, work life, and the future of African-Americans. The study focused on personal experiences and provided a grounded recording for other African-American female faculty members employed within comparable institutions of higher education. The interviews also addressed educational preparation, mentoring, expectations, frustrations, difficulties, cultural and collegial experiences. Participants' audio taped responses were transcribed. Similarities that evolved from the discussions were identified. Repeat conversations reflected concerns about the lack of role models, community, activities, isolation, mentoring, and access to professional development opportunities. These women were experiencing some of the same career paths, teaching experiences, institutional experiences, community and personal activities, and work life environments. The findings portrayed women that were very competent. The seven women interviewed had distinctive work ethics and, in spite of overloads in departmental responsibilities, at least six of them had completed some scholarly activities. These scholarly activities included funded grants, books, and community reform projects. These African-American women faculty members are still struggling to enter into the academic mainstream. They are currently working in different and uncertain environments. Being African-American and female places the women in this study in a subordinate role.