Firstly, this research aimed to understand what behaviours are considered sensitive or private by university students (N=306) in respect of disclosure in the research context. A total of 71 items were extracted by factor analysis: 20 sensitive items, 26 related non-sensitive items and 25 non-related non-sensitive items. Differences in sensitivity were noted for gender and race, reported below. Furthermore, a three-phase exploration of data collection methods was used in determining which self-report method is most valid and reliable when researching sensitive topics. A quantitative experiment compared the effectiveness of the Unmatched Count Technique (Type I), Self-Report Questionnaires and Audio Computer-Assisted Self-Interviews, in terms of their ability to elicit honest answers when dealing with the sensitive topics (N=410). This section of the study used pairwise tests of proportions by Winks statistical software. The sensitive topics under investigation in this study are condom use,HIV/AIDS as well as relationships such as transactional and multiple and concurrent partners.The results of this study, reported below, indicate pairwise significant differences between the SRQ, ACASI and UCT Type I. Additionally, the Unmatched Count Technique (Type I), Self-Report Questionnaires and Audio Computer-Assisted Self-Interviews were compared in terms of Socially Desirable Responding scores as well as experience of participation. No statistically significant differences were obtained for overall scores across data collection methods for SDR and experience of participation. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

Abstract not available. / Thesis (M.Ed.)-University of Kwazulu-Natal, 2008.

The failure of student movements in higher education institutions in South Africa to critically engage the nature and the character of the 'democratic' transition in higher education has led to the questioning of the nature of student activism, activists and the academics of the new order. The substantive nature of our democracy which has no guarantees for transformative higher education system has since led to the adoption of neo-liberal policies that have perpetually excluded a certain sector of South African society. This oppression has been legitimised by failure of student movement and academics to uproot the current regimes of policy making which continue to hold captive the minds of a mass of people in a state of false consciousness. The current circumstances of "corporatised" higher education system makes it necessary now more than ever to begin to examine the issues of relativism as it relates to the questioning of current state of these institutions and student movements. South Africa needs student activist/intellectuals who are willing to participate in the auspices of the institution and the structure, and to transform it. Their task is to operate within time. However, the post 1994 era has left the student movement disgruntled and without direction. Student movements and their academic counter part have since been absorbed by the dominant ideology of the ruling elite. This has made transformation extremely difficult because of the materialism that this brings and a failure to engage the discourses of oppression with the goal of exploiting and deconstructing the dominant ideologies of subjection, betraying the scrutinizing role of a liberating education. This thesis seeks to argue that student movements, academies and academics have been defeated in an area where they should excel in the battle and struggle of ideas, for alternatives in search of a better society. / Thesis (M.A.) - University of KwaZulu-Natal, Durban, 2006.

Questions have been raised regarding factors influencing fertility in South Africa, particularly within the different population groups. Various studies have focused on fertility in South Africa and other developing countries, based on racial differences, socio-economic statuses and geographical or environmental factors. It is clear that the major omission in the existing studies is the much-needed investigation of cultural influences on fertility outcomes. Therefore, this study is an investigation of the role of culture in influencing fertility behaviour among young women at the University of Kwa-Zulu Natal, Durban. The central question of this paper is therefore: how does culture influence fertility behaviour among young university women? To respond to this question, the study used John Bongaarts' theory on proximate determinants of fertility as lenses for this investigation. A qualitative research design was used to collect data through 14 individual in-depth interviews with multiracial and multicultural women between the ages of 22 and 31. A thematic analysis revealed that culture still plays a significant role in determining fertility outcomes. Although the participants are aware of the conservative stand of their cultures and religions, the results indicate that their personal choices for fertility behaviour are influenced by education and desire for success in their careers. In addition, the findings showed that the extent to which culture influences fertility behaviour is different across the various racial groups in South Africa. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2012.

Tertiary institutions in South Africa have become culturally diverse and the question of the counseling services available to students from diverse cultural backgrounds is inevitable. The study investigated the views of different stakeholders of the University of KwaZulu–Natal (UKZN) on the incorporation of traditional healing into student counseling services. In-depth, open ended interviews and focus group discussions were held with purposefully-chosen students, psychologists, a traditional healer and deans of student services. Data were analyzed qualitatively using thematic analysis. The participants highlighted the potential usefulness of traditional healing especially in dealing with culture-bound syndromes and students’ identity issues. The logistics of having traditional healing services in spaces modeled along Western influences, as well as ethical issues were identified as the main challenges. The findings are discussed in relation to indigenous knowledge systems and the constitutional imperatives on cultural diversity. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

This purpose of this study was to investigate the relationship between religious beliefs, religious affiliation, religious orientation, as defined by Allport and Ross (1967) and help-seeking behaviour amongst students at the University of KwaZulu-Natal, Pietermaritzburg campus. The need for this research has been motivated by the limited amount of previous research in this area. The influence of gender on help-seeking behaviour and on religious orientation was also explored. Questionnaires comprising of the Religious Orientation Scale, General Help-seeking questionnaire and demographic information in terms of age, gender and religious affiliation were administered to students at the University of KwaZulu-Natal, Pietermaritzburg campus. The sample consisted of 100 students from various religions, language, sexual orientation, age. The results revealed a significant difference between religious beliefs and religious orientation on help-seeking behaviour. In terms of demographic variables, gender had influence on religious orientation or help-seeking behaviour, respectively. However, religious affiliation had no influence on help-seeking behaviour. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

Not much is known about young fathers in South Africa; as a result, there is a lack of literature that focuses on young fathers and fatherhood in South Africa. However, there is a growing body of international literature about young fathers and their perceptions of fatherhood, even though this is mostly concentrated in the global north, especially the United States. The overall aim of the study was to explore the perspectives and experiences of early fatherhood among 'Black' university students in Durban. This was done by engaging young black men that are fathers. A qualitative approach was adopted in order to give the respondents freedom to discuss their experiences at length. The sample consisted of seven respondents that are Black, fulltime students and aged 18-25. Young fathers who are 'Black' were chosen purposefully because the statistics show that the fet1ility rate of young Black people is significantly high when compared to young people of other race groups in South Africa. This study found that all the young fathers that participated in this study had not intended to have children, and were therefore not ready to become fathers when their partners told them that they were pregnant. Furthermore, it was found that all the young fathers that pa11icipated in this study did not live with their children. Instead, the children lived with their mothers. There were various reasons given for this arrangement, but the most dominant one was that it was because the young fathers had not paid damages to their partners' families, as cultural practices dictate, for having impregnated them. Most young fathers that participated in this study are no longer intimately involved with the mothers of their children. However, they are on good terms with them and they have managed to maintain civil relationships with them in order to have access to their children. This study found that modem contraceptive knowledge is high amongst young fathers, although the usage is inconsistent. Finally, this study found that young fathers equate fatherhood to responsibility, providing financially, giving emotional support, and spending quality time with their children. However, there was a feeling of inadequacy and dissatisfaction amongst young fathers because of hindrances that prevent them from executing their roles of fatherhood effectively. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2013.

Xenophobia in South Africa is a social-political ill. Despite the huge xenophobic attack that took place in May 2008 leaving so many people homeless, wounded and dead, xenophobia still continues to occur in several ways all over South Africa. Its roots can be traced back to the period of apartheid when black South Africans suffered various types of racial discrimination and other forms of subjugation from the hands of their white compatriots, who form a tiny minority of the country‘s population. It would appear that having forced their way out of the period of apartheid, Black South Africans have created a brutal culture of hostility towards 'foreigners' from the rest of Africa. In their search for higher education, students from the rest of the continent have been attracted to South Africa by its excellent social infrastructure and the relative buoyancy of its economy. These migrant students are faced with various challenges in their daily activities both on and off campus. The most salient of this would seem to be their experience of xenophobia. A case in point is the female African students at UKZN. This is in addition to the basic fact that women are, almost by definition, a vulnerable group. The violence that many women experience is caused by numerous identities such as race, class, sexual orientation, HIV status, disability and other markers of difference. These markers not only increase female vulnerability but they also limit their access to legal redress and health and psychosocial services. This phenomenon often gives men an advantage over women in society. Such forms of discrimination need to be investigated and interrogated within the context of xenophobia. Though there has not been any further major attack in the aftermath of the 2008 xenophobic violence, the sporadic experiences amongst, for example, foreign female African students at UKZN, if ignored, may gradually lead to a violent outbreak. This study attempts to capture and critically analyse the understanding of these students on the subject of xenophobia, their experiences and the probable effects xenophobia has, so far, had on their stay in South Africa. The study also seeks to understand how these students respond to the attacks and if they are aware of policies made by the government or university authorities to assist them. Based on the interviews, the study recommends how to eradicate xenophobia, given that existing policies seem to be working only in presumption. It further elaborates on the gender dynamics of xenophobia and concludes on the feelings of xenophilia (experience of love by foreigners from the local South Africans) by the students despite the existence of xenophobia in South Africa. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2010.

This research responds to a body of literature that identifies the epistemological difficulties faced previously disadvantaged University entrants who are insufficiently prepared to successfully master the academic requirements at tertiary institutions in South Africa. The study investigates the impact of the nascent Extended Curriculum Tutorials (ECTs) programme in the Humanities at the University of KwaZulu-Natal, Pietermaritzburg on students‟ academic performance and social integration into the academy. These ECTs were developed and piloted in 2006 and were formally implemented in 2007. the aim of the programme is to articulate access into mainstream study through introducing students to the discursive practices of selected disciplines. They are available as an augmented extension of the existing access programme at the University. The research focuses on the following questions: 1) Are extended curriculum academic access interventions instrumental in the academic success and student development?; 2) What are the students‟ personal and interpersonal experiences within the programme in their social and academic development?; Which pedagogical approach/es are prevalent within the extended curriculum tutorials and 4) What is the role and the use of social capital within the programme? A triangulation of quantitative and qualitative methods was employed for data collection in this study. The findings are based on: 1) A comparative statistical analysis of students‟ assessment marks; 2) A student evaluation of the programme; 3) Participatory classroom observations and 4) in-depth interviews with students and tutors within the programme. The findings reveal that the extended curriculum tutorials are instrumental not only in supporting academic success but also in facilitating personal development. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

The transition in South Africa has meant that institutions of higher learning have become much more inclusive spaces of many kinds of people who historically found it difficult to access them. In attempting to achieve this inclusion, the state and institutions of higher learning have recognised that inclusion is not simply the removal of racial exclusions. It also requires support for students who in practice cannot take up their studies due to particular constraints. One response has been the establishment of the National Student Financial Aid Scheme (NSFAS) which offers financial aid in loans and bursaries to students who cannot afford to study. In the case of students with disabilities, a further form of support is important, namely the state disability grant. NSFAS is effective at ameliorating not only the financial constraints of studying, but also the social and academic barriers that are specific to students with disabilities. The disability grant serves as a general source of income to pay for general expenses, to supplement NSFA funding or to be saved for emergencies. While literature exposes the income, educational and geospatial inequalities between disabled and non-disabled people over history, it highlights the financial, academic, social and structural barriers that disabled students face at university. The research highlights why people with disabilities are the ‘deserving poor’ of development and social assistance. With development being understood as the improvement of well-being or living standards, this research explores the role of the disability grant not as social assistance in alleviating poverty, but as social assistance that is developmental. Thus, just as NSFAS redresses the problems of affordability and disability in higher education, the disability grant needs to improve penetration and expansion to people with chronic illnesses, in order to avoid exclusion errors in the interdepartmental network on poverty reduction. / Thesis (M.Dev.Studies)-University of KwaZulu-Natal, Durban, 2013.