Bibliography: pages 116-117. / The three television channels provided by the South African Broadcasting Corporation target different demographic sectors of the South African population. A survey was conducted quantifying advertisements shown on SABC 1, which caters for a mainly black audience, and on SABC3, which caters for a mainly white audience. The semiotic codes employed to engage the viewers were recorded, tabulated and measured. The differences between the codes used on each channel were compared and tested for statistical significance. Significant differences were observed in the type of speech used by the advertisements, the race of the characters, the types of products advertised, the lifestyles portrayed and the type of rhetoric used. Specific examples were subjected to textual analysis to gauge where the approaches to the audiences differed or converged. A number of strategies were observed, reflecting the advertisers' perceptions of the audiences' relationships with the economic and political establishments. Corporate advertisements often represent the diversity of South African society, establishing a corporate identity as a unifying feature. Advertisements for financial services either exploit white anxieties, or black optimism, encouraging investment or credit purchases respectively. A stereotype representing South African isolation and backwardness is often presented as a negative identity, implying a progressive alternative to which the product is integral. Allegories of societal transformation also feature, with varying moods of anxiety or excitement depending on the audience.

Faculty of Humanities Department of Psychology Date: 29 May 2017 / The transition to higher education is a complex period for most youth that challenges them to constantly negotiate their identities. In the university campus, students interact and socialize with students from diverse cultural backgrounds and they are confronted with reflecting on their existing attitudes, beliefs, values and behaviours. The current study aims to understand how different cultural values and beliefs may influence the personal identity of students in a multicultural university. This study employed a qualitative research approach. The study employed an interpretive research design which entailed conducting semi-structured, individual interviews to collect data. The participants were 6 second year students enrolled in the Humanities faculty, who were purposely selected at the University of the Witwatersrand. Thematic analysis was employed in analysing the data. The specific thematic analysis method employed was interpretative phenomenological analysis, in which the focus was on understanding how students make sense of the experience regarding being in contact with other students from diverse backgrounds. The findings of the study show that students identify with different social structures, thus maintaining multiple identities in diverse setting of the university. These identities are found to be dominant in contexts in which they are established. The findings show that students maintain a positive self-concept, which is contributory to how they adjust and find belonging in the university environment. Belonging was found to occur within the student cultures inherent in the university setting, such as leisure activities, religious involvement, and other activities of entertainment on campus. Religion emerged as the dominant influence on the personal identity of the majority of the participants; however, other students highlighted other social structures as contributory factors as compared to religion. Parental involvement and childhood experiences continue to influence students' negotiation of a personal identity in the university campus. In conclusion, based on the findings of the study, it is clear that students embrace the diversity within the university campus, while maintaining connections with identities that existed prior their time spent in university. This is a clear demonstration of the continuity in identity formation and belonging in the social setting of Higher Education. / MT2018

A research report submitted to the Faculty of Arts, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the Degree of Master of Arts in the F'ield of Psychology by Course Work arid Research Report: 1996 ..7 Johannesburg, 1997 / This research project set out to explore the racial identities of a selected group of South African whites who were Afrikaans-speaking, Unstructured, in-depth interview techniques were employed, in which the conversations with the participnnts were recorded and transcribed, These transcripts were then subjected tr) a discourse analysis, whereby any possible effeci s and functions of the talk were examined, A number of theoretical approaches informed this task. These included Foucault's concept of discourse and his account of the functioning of disciplinary power in modern societies. Adorno and Horkheimer's ideas 011 prejudice and racism were also found to be of t;!C,lt relevance to this research, as well i1S Altlmsser's formulation of the concept of ideology, ideological state apparatuses, incerpellation and subject positioning. The relationship between psychic and social structures was also explored in the light of Adorno and Horkhelmer's fermulation of prejudice M ,\ defence mechanism. Within this broad framework, it was shown that aside from its overt content, racise talk could be described as having important ideological effects. These included normalisation. legitimation and j\lstificatioll of the existing unequal relations ill. society. The discourse analytic striitcgy facilitated an ,111;11Y5is of the conditions under which the participants were constructed .\S subjects, and the manner In which the terms they used (such I\S race, culture and nation) were imbricated with broader discursive and ideological formations, The influence of social class, gender and uge variables in the interview settings were also evaluated.

This study aimed to examine the construction of the identity of the participants within the reality TV programmes (Style Her Famous, My Celebrity Home and How Do I Look) as well as examined the representation of that identity as reflected in the change in participants from the beginning to the end of the program. Drawing on literature from fields such as postmodernism and its influence on culture, identity constructions and ordinary people as celebrities, an analysis of the three American reality TV shows Style Her Famous, My Celebrity Home and How Do I Look was conducted. An indepth content analysis with specific reference to comparative analysis further aided this study. A total of 18 episodes (six episodes for each programme) were collected and thoroughly analyzed where the ‘cut and paste identity’ of ordinary people as ‘celebrities’ constituted the hermeneutical key of the study. The episodes and programs have been scrutinized and have been systematically classified to enable an analysis of the observations. This study attempted to not only describe, but also to foster change in the representation of the identity of the participants of the above mentioned reality TV programmes. The study found that reality television plays a role in shaping the postmodern identity of ordinary people as celebrities. The study also found that the participants involved in the above mentioned programmes found it easy to make someone else’s identity their own. It appeared that the postmodern mind is easily influenced and willing to adopt an identity especially that of a celebrity. The participants involved in these programs claimed this identity as their own and then believed that the new identity was in fact who they ‘really are’ but in actual fact it is a beginning of a new sameness with somebody else. Hence the participants possessed a ‘cut and paste identity.’

Research Report: Masters in psychology - Coursework and research report , 07 June 2017 / The study investigated the challenges that black middle class men experience in negotiating the masculine identities within the South African context. The adopted understanding was that of Connell in that there are many ways of being a man. The findings were that men are given a standard or expectations to live by but there are never guided on how to go about meeting them. This was portrayed by the interwoven themes and discourse that in some instances work against each other and render the black middle class men vulnerable in terms of identities. / MT2018

A research report submitted to the Faculty of Arts, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts, Johannesburg, 2017 / This research investigates real names, pseudonyms, and anonymity online. From its small beginning as a research tool, the internet has grown radically and been increasingly incorporated into people’s daily lives. Simultaneously, as the internet has grown and changed, so have its uses, and perceptions of the naming practices used on it. Attitudes towards acceptable name use online have changed over time. Social networking sites have had a strong influence on name usage policies. This research examines how these attitudes have changed, and the implications of real names, pseudonyms and anonymity for behaviour on the internet and privacy. The radically disembodied nature of online communication lends itself to disinhibition, which in turn has resulted in online communications’ reputation for trolls and abusers. Contrary to the common assumption that the use of real names offline indicates the legitimacy of using real names online, online and offline communications are radically different. Online communications have very different considerations regarding privacy, identity theft, the digital footprint, and collapsed context, many of which are not present in offline communications. This paper examines naming policies and site structure through two case studies. The first case focuses on News24 and the Daily Maverick, both of which are South African news sites. Due to the need for rational and polite discourse, these implemented real name policies in order to enforce good behaviour amongst their users. In both cases, the real name policies failed. The second case study is that of 4chan, the American image board site. 4chan does not require any login process, and its users are typically anonymous. Despite being notorious for trolls, illegal content, and its image board /b/, the site’s architecture, along with the way that posts are created and then kept alive, mean that the site can be effective at moderating the kinds of content that it deems appropriate for each of its boards. Despite the contrasting nature and purposes of the news sites and 4chan, there are lessons to be learnt from the failure of real name policies, and the architecture and set up of sites which can be used to enforce particular behaviours. Furthermore, despite the ephemeral and shifting nature of 4chan, identity and a sense of belonging remain important to its users, hinting at the importance of a sense of identity to site members and the role of this identity in ensuring that users adhere to the norms. / XL2018

Thesis (Ph.D. (African Languages)) -- University of Limpopo, 1999 / Refer to the document / Alma Mater Fund Scholarship, University of the North TELP and Research offices

This report is submitted in fulfilment of the requirements for the degree of masters by coursework and research report in the faculty of humanities in the university of Witwatersrand / This thesis explores the different ways that identities are negotiated and renegotiated in different spaces. It intends to unearth the contradictions, tensions and complexities that occur as a result of racialised subjectivities. This study unpacks the socially constructed term "Coconut" and challenges the existing dominant discourses that speak of "Coconuts" as inauthentic Black people who have lost touch with their heritage.What it means to be Black today in South Africa is being contested and there is resistance towards binary and rigid understandings and conceptualizations of blackness. In the intersection of race and class, class is often the silent signifier of distinction and difference post-apartheid but proves to be significant in understanding the different nuanced lived experiences of the Black subject. This thesis is specifically interested in how the inability to comprehend or communicate in an African language further complicates and adds another layer of complexity to not only the lived experiences of Black monolinguals proficient in English only, but also to their personal sense of self. Being a "Coconut" is experienced in conflicted and precarious ways. On the one hand it is experienced with alienation and rejection and in other contexts, it holds significant value and serves as social cultural capital necessary for maneuvering social, political and economic spaces. Key words: Identity, Coconut, Blackness, Class, Cultural capital, Monolinguals, Language, Accent, Racial subjectivity / GR2017

M.Ed. / This investigation forms part of a greater research project on identity and the factors influencing identity as perceived by the learners themselves. A research team of the Department of Educational Sciences of the Rand Afrikaans University conducted the research project. The focus of this study is the contribution of the geographical environment to the identity of secondary school learners as perceived by the learners themselves. Aspects of the geographical environment are addressed as factors contributing to the identity of secondary school learners as perceived by the learners themselves. In chapter two a literature study to the contribution of the geographical environment to the identity of secondary school learners as perceived by the learners themselves was undertaken. This information was used to support the investigation and to make conclusions based on factual information. Aspects of the geographical environment that make a contribution to the identity of the learners as perceived by the learners themselves were discussed. In chapter three the instrument of research was discussed. Questionnaires were completed by secondary school learners of different schools in the Johannesburg district of the Gauteng Department of Education. The information from the completed questionnaires helped the researcher to ascertain to what extent the aspects of the geographical environment contributed to their identities as perceived by the learners themselves. The analyses and interpretation of empirical data were discussed in chapter four. The validity of the research instrument was investigated. Chapter five focused on the importance of research on the contribution of the geographical environment to the identity of secondary school learners as perceived by the learners themselves. Teachers and parents should be aware of the contribution of the geographical environment and how this affects the secondary school learner's personal and social development as well as his/her expectations for the future. The findings of this research essay suggest that secondary school learners do perceive the geographical environment as contributing to their identities. Data indicate that learners seem to put a higher value on 'mobility' and `home' followed by 'health' than in other aspects. Data also show that learners seem to have a lower opinion of the contribution of the geographical environment to their identities concerning 'educational and recreational facilities' as well as on 'security in their surroundings' despite literature that proves that these aspects are very important in the development of an adolescent's identity.

M.A. / Identity development has a definite influence on a broad spectrum of developmental domains. This study focuses on specific domains such as student- and career development as facilitating structures from which the formation of a personal identity can be studied and understood. The purpose of this study is to undertake a descriptive investigation into the process of identity development during the late adolescent and early adulthood phases of college students. This developmental process has a definite influence on student development within aspects such as career maturity, intimacy and interpersonal relationships. These aspects' relevance to identity formation is also highlighted. This study utilises theories such as the psychosocial developmental perspective of Erik H. Erikson to investigate the purpose of a variety of factors within the sphere of student and career development. The test sample consisted of 78 students between the ages of 18 and 27 years from the Park Town Tertiary College. The following questionnaires were completed: the Extended Version of the Objective Measure of Ego Identity Status Questionnaire (EOM-EIS); the Career Development Questionnaire (CDQ) and the Student Developmental Task and Lifestyle Inventory (SDTLI). Taking the descriptive quality of this study in consideration, the statistical techniques used in the analysis of the quantitative data included canonical correlation analysis. The study concentrated on possible interventions and recommendations that takes the influence of identity developmental processes and career maturity in consideration with issues such as curriculum compilations, teaching methods and tertiary educational systems.