M.Ed. / However much ideologically diffuse argument there may be about the purposes of education, few would deny that it plays an integral part in the political and economical processes of societies. For the realities of power and the organisation of socio-economic structure are perhaps nowhere more clearly revealed than in a country's educational institutions. Education can maintain the existing social order as well as promote varying kinds of change (Toffler, 1971). Social scientists accept that "education is perhaps the most directly effective socialising activity serving the interests of dominant establishments" (Schlemmer, 1986: 1). Its curricula is a means of inculcating the political values as well as the skills required in the system of control and production in society (Wellington, 1987: 6). Education takes place relatively unobtrusively in homogenous societies but in deeply divided societies, it can become the focus of intense and often violent conflict. "In South Africa education is failing badly in what modern education is supposed to do draw different groups or classes together (Schlemmer, 1986: Preface). Hanf (1980), in addition, argues that education can do little to solve conflict in divided societies. He stresses that the significance of education in some societies lies in its negative role as a focus of conflict. Access to and equality of education for different groups has indeed been at the source of very bitter conflict throughout the world...

This study provides a critical interrogation of the perceptions held by the undergraduate Philosophy of Education students at an open and distance learning institution, towards African philosophy. The study is premised on famed Kenyan philosopher, Odera Henry Oruka‟s classification of African philosophy into four trends: ethno-philosophy, philosophic sagacity, nationalist-ideological philosophy and professional philosophy. These trends confirm that African philosophy is more than traditions, culture or ubuntu, and more complex than the students make it to be. The study makes a link between the students‟ flawed perceptions of African philosophy with their lack of critical thinking skills. The study has attempted to answer questions such as why students have flawed perceptions of African philosophy; how critical thinking assists in changing their perceptions of African philosophy, and what role can the education system play in equipping students with critical thinking skills. The study‟s findings show that undergraduate Philosophy of Education students conflate African philosophy with African people‟s traditions and cultures, and with ubuntu. Students perceive that African philosophy lacks reason and rationality - key elements of critical thinking. The study‟s findings show that students lack critical thinking skills. The study notes that the way students are taught makes a large contribution to their perceptions and lack of critical thinking skills. The study makes the following recommendations. Firstly, to deal with the problem of students‟ conflations, the study recommends the introduction of the principles of African philosophy, namely, ubuntu, communalism and indigenous knowledge systems (IKS) in the school curriculum, and to emphasise these principles in the curricula of higher education institutions. Secondly, the study recommends the introduction of philosophy for children (P4C) in schools. It is envisaged that P4C will assist learners to acquire critical thinking skills at an early stage of learning. Thirdly, the study recommends the teaching of critical thinking skills at universities. Finally, the study recommends that in- service training be made an integral part of teachers‟ and lecturers‟ professional training, to bring them up-to-date with new ideas and methods of teaching. / Educational Studies / D. Ed. (Philosophy of Education)

South African nurses have accepted the challenge that was brought about by the Health Reform Policy of 1990 which opened health service centres to people of all racial and cultural groups. However, recent studies on multicultural nursing have revealed that problems have occurred when delivering care across cultural barriers. Most of these studies have approached these problems from the patients point of view, where issues of dehumanized care, labelling and discrimination have been reported. Therefore, this study was an attempt to look into these problems from the nurses point of view, by exploring the source of these problems, their effect on health care delivery and possible solutions. The researcher focussed on three critical issues, namely, lack of cultural knowledge, negative attitudes, as well as difficulty in communication. Through focus group interviews (FGI) and responses to given scenarios, student nurses who had experienced problems with culturally different patients were given a chance to reflect on their experiences, report on these experiences and recommend possible solutions to the experienced problems. The results revealed that: 1. The major source of the problems was lack of experience due to inadequate exposure to culturally diverse groups which in tum led to inappropriate decisions and actions at care delivery level. 2.Difficult perceptions and negative attitudes lead to the formation of stereotypes which block the delivery of culturally congruent care. 3 .Inability to communicate due to differences in spoken language lead to difficulty in building the trust relationship and hence inadequate care delivery. / Health Studies / M.A. (Nursing Science)

Thesis (M.Tech.: Marketing)-Dept. of Marketing, Durban University of Technology, 2007 x, 164 leaves / According to postpurchase behaviour theory, there is a tendency for individuals to seek consistency among their cognitions (i.e., beliefs, opinions). When an inconsistency between attitudes or behaviours (dissonance) occurs, some change must be made in order to eliminate this behaviour. In the case of a discrepancy between attitudes and behaviour, it is most likely that the attitude will change to accommodate the behaviour. The objective of this study is to determine the extent of post purchase behaviour amongst tertiary students, with specific reference to the Durban University of Technology.

There is a paucity of South African data concerning the cross-cultural incidence of attitudes and behaviours associated with eating disorders. Research in this area has recognised that acculturation to a Western value system appears to have a pathogenic impact on the prevalence of disordered eating among non-Western ethnic groups. This study aimed to explore the relationship between acculturation and disordered eating, and to compare the level of disordered eating (as measured by the Eating Disorders Inventory [EDI]) among black and white female university students in KwaZulu-Natal. The roles of Body Mass Index (BMI) and socioeconomic status were also examined. The sample consisted of one hundred and twenty-two white female undergraduate students from the University of Natal (Pietermaritzburg), fifteen black female undergraduate students from the University of Natal (Pietermaritzburg), and one hundred and fifty-four black female undergraduate students from the University of Zululand. It was found that although black subjects obtained significantly higher scores on the Drive for Thinness subscale of the EDI, white subjects obtained significantly higher scores on a combination of the three subscales designated to assess disordered eating attitudes and behaviours. Black subjects obtained significantly higher BMI scores than white subjects, and BMI was positively correlated with Body Dissatisfaction in both groups, and with Drive for Thinness in the white group only. No relationship was found between socioeconomic status and disordered eating. Similarly, no relationship was found between acculturation and disordered eating. This latter result is partly a function of problems experienced with the measures of acculturation. A comparison of black subjects from the two universities suggests that greater contact with white students is influential in terms of the development of disordered eating. The above results are discussed in terms of the available literature, and recommendations for future research are made on the basis of the limitations of this study. The data from this study is included in a nation wide cross-cultural study of eating disorders initiated by the Eating Disorders Co-ordinating Committee. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 1996.

A total sample of 1,105 students from the universities of Natal, Witwatersrand and the North participated in this study. The Eating Attitude Test (EAT) and the Bulimic Investigatory Test, Edinburgh (BITE) were administered to three female and three male student samples. Subjects also provided biographic, demographic and weight-related information. The majority of subjects fell within the average weight range of the Body Mass Index (BMI), with the percentage of underweight Indian subjects being higher than the corresponding percentages of the black and white student groups. The majority of males in each race group have accurate weight perceptions. In contrast, the minority of females (fewer than a third) of Indian and white females and under half of black females have accurate weight perceptions. However, all overweight white females assessed themselves as such and 89% of overweight black women assessed themselves as overweight. In terms of exaggerated weight perceptions, more white and Indian females (72% and 70% respectively) consider themselves as overweight or very overweight when they were actually of average weight, than black females (47%). Females in each race group scored consistently higher on all scales assessed than their male counterparts. White females exhibited the most disturbed eating behaviours and attitudes in terms of the categorised percentage scores obtained on all scales of the BITE and EAT. No Indian males obtained scores in the pathological range. On the EAT scale, 19% of white females, 17% of black females and 9% of Indian females, 7% of black males and 1% of white males obtained scores which were categorised as pathological. The more stringent criteria of the BITE showed a lower percentage of all subjects in the pathological range, albeit still retaining the gender discrepancy. Thirteen percent of white female students, 8% of black females, 3% of Indian females, 2% of white males and 1% of black males obtained a pathological score on the BITE scale. The Indian female and male sample exhibited the healthiest eating behaviours and attitudes relative to the other two racial groups examined. In terms of mean scores a general trend emerged in which black males obtained higher mean scores than white and Indian males, and black females obtained mean scores (which were overall) similar in magnitude to those of white females. The majority of black females who obtained pathological scores were urban raised and were from the upper socio-economic stratum. The majority of white females who obtained pathological scores were from urban backgrounds, had exaggerated weight perceptions and expressed a desire to lose at least 10 kilograms of weight. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 1996.

This research investigated students‘ views on the inclusion of multicultural perspectives into the psychology curriculum at two South African universities.54 students from the University of KwaZulu-Natal (UKZN) and a university in the Gauteng province participated in the research. The age of the participants ranged from 20-40 years. Purposive sampling was used to collect the data. Using a competency scale adjusted to suit a South African context participants were asked their views on a) the practice and supervision of psychology b) diversity in student representation c) students were also asked to rate how competent they were in multicultural issues d) research considerations e) if the physical environment reflected diversity. The students were of the view that South African universities have not adequately incorporated multicultural issues, African perspectives in particular, into the curriculum. The recommendations for future research, including curriculum transformation, are highlighted. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

This study examines the relationship between hegemonic masculinity and drunken driving behaviour among male students. Hegemonic masculinity is the most dominant form of masculinity and can be described as an ideological model of what is considered to be a 'real man' (Kimmel 2000:11). According to Wetherall (1996:323) hegemonic masculinity is essentially 'robocop'; tough, assertive, aggressive, all- conquering, cool and big. This research hypothesised that men who drink and drive are much more likely to display characteristics of hegemonic masculinity. Excessive drinking has always been synonymous with student culture and this research focuses on alcohol being viewed as a rite of passage for young male students into adulthood. Socialisation theories are used to explain how patterns of alcohol consumption among individuals are related to the socio-cultural context in which they live. These theories also explain how the ideals of hegemonic masculinity are acquired through the reproduction of norms, values and beliefs in a society or group of people. Thus this research project focuses on how alcohol consumption is considered part of the 'male domain' and due to this, men feel great pressure to drink in order to maintain their masculine identity. The research involved male students at the University of KwaZulu Natal, Pietermaritzburg. Quantitative methods were used in the form of a survey questionnaire. The survey provided statistical information about the incidence of drunken driving relating to masculinity discourse. The sample consisted of male student drivers who drank alcohol. Overall the sample consisted of young adult males with 215 male students participating in the survey with an average age of 22 years. The survey data was statistically analysed using a computer programme known as the Statistical Package for the Social Sciences (SPSS). The data was divided into two groups, namely, the responses of sober male drivers and the responses of drunk male drivers. The sober drivers served as the control group while the drunk drivers served as the experimental group. The responses from these two groups were used to conduct independent samples t-tests and chi-square tests in order to assess which group displayed more attributes of hegemonic masculinity and whether or not there was a difference. Student responses from the open-ended questions were included as direct quotes to highlight the findings in the related closed questions. The findings reveal that the male students who drink and drive were more likely to display characteristics of hegemonic masculinity than the sober male drivers. These characteristics included: risk-taking, recklessness, strength, control and independence. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

A growing body of research has explored the relationship between attachment styles and sexual behaviour, although these two systems, along with care-giving, are theorized to constitute romantic love (Fraley & Shaver, 2000; Hazan & Shaver, 1987). The purpose of this study was to examine the relationship between attachment styles and risky sexual behaviour in young adults. A secondary aim was to explore the relationship between particularly risky sexual behaviours and participants’ membership to an attachment dimension. In addition to this, the role of self-esteem as a moderating effect on risky sexual behaviour and attachment dimension was examined. A questionnaire survey was administered to a convenience sample of 211 undergraduate university students with ages ranging from 17 to 24 years. The gender make up of this sample constituted 80 males (37.9%) and 131 Females (62.1%). The Past and Present Sexual History Questionnaire was used to measure risky sexual behaviour. Attachment dimensions were calculated by means of the Adult Attachment Scale (AAS) and the Rosenberg Self-Esteem Scale (RSE) was used to determined participants self-esteem. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

This study investigated Black, White, and Indian South African university students' lay theories of intelligence. 260 students participated in this study, with an age range of 18 - 39 years. The study, which is based on the theory of multiple intelligences, explored everyday perceptions of intelligence across race groups in a South African setting. The independent variables of interest were race/culture and gender, while overall and multiple intelligences served as dependent variables. Participants were asked to rate their own overall (general) as well as multiple intelligences. They were then asked to rate the overall as well as multiple intelligences of in-group (same race) and out-group (different race) members of both genders. There was a statistically significant race effect, with White and Indian students giving Black students lower ratings and Black students in turn giving White and Indian students lower ratings. This may be a result of historically racialized discourses that still influence everyday perceptions of the 'Other'. There was a statistically significant gender effect with females giving higher estimates to not only themselves, but also to mates as well for all the multiple intelligences. It can be postulated that this may be a consequence of a population that has been sensitized to gender stereotyping, in addition to educational institutions promoting female friendly policies. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.