Thesis (MA)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: The primary purpose of this study was to determine whether there was a significant difference between the achievement motivation levels of male and female subjects, and those of white and black subjects. Gender and race are, according to research, two key factors in determining the achievement motivation level of people. These two factors will also, as the result of legislation, play an increasingly significant role in the future in determining the career progress of employees in South African organisations. The secondary aim of the present study was firstly to determine what effect gender, race, age and education had on the achievement motivation level of subjects. Secondly, the present study focussed on the relationship between achievement motivation, work performance and salary progression. A stratified sample of 240 subjects was selected from the clerical staff employed by an Insurance company. The sample reflected the composition of the company in respect of gender and race. The Indian, coloured and black subjects were grouped together under the classification of "black subjects". The 89 subjects utilised in the research around the relationship between achievement motivation, work performance and salary progression, were a part of the total sample of 240 subjects. The 89 subjects were not selected in a specific manner. They were, however, employees for whom salary information and supervisor assessment of work performance were available. The Work Preference Questionnaire was used to assess the achievement motivation of subjects. Work performance of subjects was assessed by supervisors on a four point scale. Salary progression was calculated by expressing subjects' 1994 salary as a percentage of their 1992 salary. Information in respect of educational level and age was provided by subjects themselves. Correlation coefficients between the variables were calculated to determine the existence and direction of any relationships between the variables. Multiple regression analysis was then used. The significance of the difference between the averages of white and black subjects in respect of achievement motivation scores was calculated. The most important findings can be summarised as follows: A significant difference was found between the achievement motivation scores of white (X = 10,95) and black subjects (X = 9,6), t(238) = 3,5736, p<O,OOl. The difference between the achievement motivation scores of men and women was not significant. Multiple regression analysis indicated that the effect of race on achievement motivation was significant after the effect of age, education level and gender was eliminated, F(I,235) = 4,425, P < 0,05. Multiple regression analyses in respect of the effect of gender, age and educational qualifications on achievement motivation, indicated that the effect of each of these variables on achievement motivation was not significant after the effect of the other variables was eliminated. A significant relationship was found to exist between achievement motivation and salary progression, r(89) = 0,21, P < 0,05. Decisionmakers and policymakers involved with affirmative action in the company where the research was undertaken, should take note of a finding of the study which suggests that the beneficiaries of affirmative action (blacks, coloureds and Indians) do not have the same level of achievement motivation as the people they have to replace. If one accepts that achievement motivation contributes significantly to the economical growth of society and that economic prosperity could play an important role in determining the success of affirmative action, it is obvious and essential that the development of the achievement motivation of these people should receive attention. Another finding which decisionmakers in business enterprise should take note of, is that women in the present study do not have a lower level of achievement motivation than men. The reasons for the slow progress of women in the business world, when compared to men, should probably rather be ascribed to factors outside the control of women. These factors will include company policy, company politics and management practices resulting from perspectives based on stereotypes of women. The results of the research suggested that management rewards employees financially in accordance with their levels of achievement motivation. This practice could be seen as a calculated attempt on the side of management to maintain the services of employees who contribute constructively to company results. At the same time, this practice serves as an incentive to employees who do not contribute to the same extent to company results, to try to do so. / AFRIKAANSE OPSOMMING: Die hoofdoelstelling met hierdie ondersoek was om te bepaal of daar 'n beduidende verskil tussen die prestasiemotiveringsvlakke van manlike en vroulike subjekte, en tussen dié van blanke en swart subjekte was. Geslag en ras wat volgens navorsing twee sleutelfaktore is in die bepaling van die prestasiemotiveringvlak van persone gaan, as gevolg van wetgewing, in die toekoms 'n toenemende belangrike rol in die beroepsvordering van persone in Suid- Afrikaanse organisasies speel. Die newedoelstellings met die ondersoek was eerstens om te bepaal wat die effek van geslag, ras, ouderdom en opvoedkundige vlak op die prestasiemotiveringsvlak van subjekte was. Tweedens het die ondersoek ook gefokus op die onderlinge verband tussen prestasiemotivering, werksprestasie en salarisprogressie . 'n Gestratifiseerde steekproef van 240 subjekte is uit die klerklike personeel van 'n lewensversekeringsmaatskappy geselekteer. Die steekproef is so saamgestel dat dit die komposisie van die maatskappy in terme van geslag en ras weerspieël het. Die Indiër, bruin en swart subjekte is saamgegroepeer onder die klassifikasie van "swart subjekte". Die 89 subjekte wat betrek is by die navorsing rondom die onderlinge verband tussen prestasiemotivering, werksprestasie en salarisprogressie, was 'n deel van die totale steekproef van 240 subjekte. Die 89 subjekte is nie op 'n spesifieke wyse uit die steekproef geselekteer me. Hulle was egter werknemers vir wie inligting ten opsigte van salarisprogressie en toesighouerbeoordeling beskikbaar was. Die Werkvoorkeurvraelys is gebruik om 'n meting van die prestasiemotiveringsvlak van elke subjek te verkry. Werksprestasie van subjekte is deur toesighouers op 'n vierpuntskaal beoordeel. Subjekte se 1994-salaris is uitgedruk as 'n persentasie van hul 1992-salaris om 'n aanduiding van salarisprogressie te verskaf. Inligting ten opsigte van opvoedkundige vlak en ouderdom is deur subjekte self verstrek. Korrelasiekoëffisiënte tussen die onderskeie veranderlikes is eers bereken sodat enige moontlike verwantskappe tussen die veranderlikes en die rigting daarvan bepaal kon word. Meervoudige regressieanalise is daarna uitgevoer. Beduidendheid van verskille tussen die rekenkundige gemiddeldes van swart en blanke subjekte ten opsigte van prestasiemotiveringstellings is bepaal. Die belangrikste bevindinge kan soos volg opgesom word: Daar is 'n beduidende verskil gevind tussen die prestasiemotiveringstellings van blanke (X = 10,95) en swart subjekte (X = 9,6), t (238) = 3,5736, P < 0,001. Die verskil tussen die prestasiemotiveringstelling van mans en vroue was nie beduidend nie. Meervoudige regressieontleding het getoon dat die effek van ras op prestasiemotivering beduidend was, nadat die effek van ouderdom, opvoedkundige vlak en geslag verwyder is, F(I,235) = 4,425, P < 0,05. Meervoudige regressieontledings ten opsigte van die effek van geslag, ouderdom en opvoedkundige kwalifikasies op prestasiemotivering, het daarop gedui dat die effek van elk van hierdie veranderlikes op prestasiemotivering nadat die effek van die ander veranderlikes verwyder is, nie beduidend was nie. Daar is 'n beduidende verband gevind tussen prestasiemotivering en salarisprogressie, r(89) = 0,21, P < 0,05. 'n Belangrike bevinding van die ondersoek waarvan besluitnemers en beleidmakers wat betrokke is by regstellende aksie binne die organisasie waar die navorsing onderneem is, behoort kennis te neem, is dat die persone (swartmense, bruinmense en Indiërs) wat die begunstigdes van hierdie aksies is, nie oor dieselfde vlak van prestasiemotivering beskik as die persone (blankes) wat hulle moet vervang nie. Indien aanvaar word dat prestasiemotivering 'n beduidende bydrae lewer tot die ekonomiese welvaart van gemeenskappe, en dat ekonomiese welvaart 'n belangrike rol kan speel in die bepaling van die sukses van regstellende aksie, is dit vanselfsprekend en noodsaaklik dat die ontwikkeling van prestasiemotivering by hierdie persone aandag moet geniet. Nog'n bevinding waarvan besluitnemers in sakeondernemings spesifiek moet kennis neem, is dat vroue in hierdie ondersoek nie oor 'n laer prestasiemotiveringsvlak as mans beskik nie. Dieredes vir die stadige vordering van vroue in vergelyking met mans in die sakewêreld, moet waarskynlik eerder toegeskryf word aan faktore buite beheer van vroue, soos byvoorbeeld maatskappybeleid, maatskappypolitiek en bestuurspraktyke gebaseer op stereotipe aannames oor vroue. Die resultate van die ondersoek het ook getoon dat werknemers finansieel beloon word na gelang van hul vlak van prestasiemotivering. Hierdie benadering is waarskynlik 'n berekende poging deur bestuur om deur middel van die verlening van erkenning, werknemers wat 'n positiewe bydrae tot maatskappy resultate lewer, te behou. Terselfdertyd dien dié praktyk ook as 'n aansporing vir werknemers wat nie dieselfde mate van positiewe bydrae tot die maatskappy lewer nie, om dit wel te probeer doen.

The thesis deals with Andrés Molina Enriquez's pro-miscegenation theory. Molina (1868-1940), a Spencirian evolutionist who believed race struggle is history's driving force, departs from the premise that Mexico will not be a cohesive, progressive nation until all Mexicans become Mestizos - i.e., the product of racial intermingling between Spaniards and Indians. Thus, the analysis of this theory is the main objective of the thesis. In order to analyse Molina's theory within its historical context, however, the preliminary section of the thesis briefly describes the thoughts of those Mexican intellectuals who had previously proclaimed ethnic homogeneity -via miscegenation- the key to national stability and development. Similarly, the last part of the thesis presents the ideas of some of Molina's successors, those who were in favor of miscegenation - not only a racial one but also a cultural one - in postrevolutionary Mexico. The first and last parts of the thesis allow us to see pro-miscegenation as a current of the Mexican intelligentsia's quest for national identity. The central part of it - the one devoted to Molina's theory, undoubtedly the most important and sophisticated contribution in the field - gives us a general picture of the contradictory nature of this current of thought. Even though it is clear that a pervasive miscegenation made ever more Mexican intellectuals endorse the idea that Mestizos are the real people of Mexico. The analysis of Molina's writings shows that he attempted to predict the supremacy of Mestizos with a theoretical framework that leads him to the opposite direction. Indeed, no matter how much he twisted it, Spencerian evolutionism did not serve him (or his contemporary pro-miscegenationists) to prove white-racism wrong. The conclusion is that Molina, as most of his fellow "Mestizophilia" supporters, chose to hail the ethnic group that represented an ever-growing majority of the Mexican population, and tried to build a scientific theory to prove the supremacy of that group. But in doing so he had to use the only methodological tools he had learned at the positivist schools of Porfirian Mexico. The result is a contradictory theory that, nevertheless, sheds light on the path to national identity in Mexico.

No description available.

Transformative learning theory (TLT) describes the process of reframing discriminative, untenable worldviews with a more inclusive, permeable, and reflective epistemology. Although TLT has been around for more than 50 years, few studies empirically engage critical theoretical frameworks to move beyond personal learning to identify the impacts of transformation on society. Through a critical race theory (CRT) framework, this study analyzed how the participants' socio-cultural identities (race, class, gender, sexuality, and heritage language) impacted the transformative learning of eight study-abroad students from a medium-sized, rural Midwestern university. Focusing on the extent to which the participants experienced the elements of transformative learning during a month-long study-abroad experience in Spain, this project explored what the experience of traveling to an "other" place and experiencing "otherness" had on transformative learning. This qualitative study drew from extensive ethnographic observations, photo analysis, and informal, semi-formal, and focus-group interviews. During the study, the researcher analyzed data to construct codes and categories for further analysis, incorporating multiple member-checks to promote the narratives of the participants. Following data collection, the researcher used constructivist grounded theory to further scrutinize the data searching for salient themes and patterns connected to the research questions. Race and class privilege (or marginalization) had an impact on the study-abroad participants' worldviews and transformative learning. Participants from backgrounds of racial and class privilege experienced transformations that were deeply engaging on a personal level, but were not motivated toward more justified beliefs or action toward others. In contrast, participants from backgrounds of lesser socio-cultural privilege demonstrated increased critical social reflection and transformative outcomes, both personal and social. These findings led the researcher to question if there might be more effective avenues toward critical social transformation than the pedagogy of the privileged of travel for transformation.

Thesis (M.Fine Arts)--University of the Witwatersrand, Faculty of Humanities, School of Arts, 2016. / This paper will be an analysis of the covers and contents of the South African editions of Glamour magazine from September 2014 to August 2015 and True Love magazine from September 2014 to August 2015. The analysis will consider the effects of: globalisation; globalised culture and consumption; and perceptions of race and skin colour, (specifically the notion of colourism) in South Africa. Colourism is a prejudicial system that renders value and perpetuates social hierarchies along perceived tonal difference in skin colour. It has been asserted by writers like Deborah Gabriel and Nicole Fleetwood that this value system exists within communities of people of colour and is perpetuated by mainstream media, but maintains a somewhat obscure presence. I will consider the mechanisms that inform this colour system and will show how globalisation works to facilitate colourism. Finally, I aim to explain how skin colour extends beyond the body and define the effects of global cultural interaction, showing that colourism is not simply about skin colour and tone, but about economic, social, and political realities. / MT2017

Zora Neale Hurston's last published novel, Seraph on the Suwanee, can be read as a sociopolitical critique of what she once referred to as the false foundation of Anglo-Saxon civilization. An overview of the history of race as a concept and the development of racial awareness in the United States provides a background/context for understanding the world Hurston was diagnosing: her analysis implies that the social construction of whiteness contains within its ideology the seeds of its own destruction. Feminist notions of origin, context, and foundation highlight the narcissistic nature of patriarchal social systems that exploit not only the female body but nature as well. In a society that supposedly honors the maternal and praises the beauty of nature, Hurston's novel suggests that both motherhood and nature are exploited by a patriarchal culture focused on competition and material gain. In addition, by highlighting the narcissism of her male protagonist, who presumably represents a socially admired standard of normalcy, she undermines the narrative of superiority that privileges a white patriarchy. / by Rita C. Butler. / Thesis (Ph.D.)--Florida Atlantic University, 2008. / Includes bibliography. / Electronic reproduction. Boca Raton, FL : 2008 Mode of access: World Wide Web.

Do executive coaches have the skill sets necessary for effective partnership with an increasingly diverse workforce? Such inquiry remains unexamined, yet research from similar disciplines casts doubt. Drawing on these findings, a between-subject experiment sampled 129 coaches and examined their willingness to have “difficult conversations” with Black clients. The study investigated two questions in particular: (1) Do coaches provide less critical feedback to Black clients than they do White clients? and (2) Do coaches engage in fewer diversity-based conversations with Black clients than with White clients? The study found that as hypothesized, Black clients received more support, yet less challenge, less constructive feedback, and less time devoted to areas of development than did otherwise identical White clients. Coaches were also twice as likely to provide diversity-related feedback to White executives than they were to Black executives. Put simply, coaches assigned to Black clients chose to sidestep conversations about diversity and development. Substantial implications hold for practitioners, clients, and the greater coaching community. Findings suggested that coaches’ reluctance to provide challenging cross-racial feedback may stem from concern about appearing prejudiced. The result is that leaders of color who receive coaching may be robbed of developmental opportunities offered to White organizational leaders. Thus, the impact of racial dynamics should receive greater attention from U.S.-based coaching certification programs. In particular, institutes should consider mandating coaching supervision as well as incorporating diversity intelligence within their list of core competencies.

No description available.

The recent social and political changes in South Africa are having a profound effect on social relations in South Africa, and it seems appropriate to study the attitudes of children and their perceptions of racial and gender relations. This study attempts to explore self-esteem, perceptions of social satisfaction, status and prejudice in relation to race and gender. The sample consists of 444 Black and White children aged 12/13 years and 14/15 years. The children were from schools in an urban area (Pietermaritzburg) in Kwa-Zulu, Natal. Three instruments were administered: The Culture-Free Self-Esteem Inventory, the Social Status Technique and the Social Distance Scale. A review of theoretical considerations of prejudice, self-esteem and social identity theory is provided. Statistical analysis indicated the following findings: there is no difference in assessed self-esteem between the races although boys exhibited a more positive self-esteem than girls. Black children showed more positive levels of self-esteem on the academic and parent-related sub-scales, while White children showed a more positive social self-esteem. With regard to social satisfaction and preference, all children identified Whites as being the most satisfied and having the most status. With the exception of Black boys, all children perceive that girls have more satisfaction and status than boys. There is a clear difference between boys and girls with girls showing a strong bias towards their own gender in the preference and satisfaction questions but not on the identification question. In relation to identification, children showed a clear own-group identification. On the Social Distance Scale, Black children were more prejudiced than White children, and were most prejudiced towards the Afrikaans speaking group. Boys also were more prejudiced than girls. The findings are discussed in relation to the theoretical perspectives and to previous findings. A critique of the study and recommendations for future research are included. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 1998.

This qualitative study examined Japanese students' study abroad experiences in Vancouver. I conceptually framed study abroad as contested space where global and local (national) discourses converge and shape these students' experience. Based on this conceptual understanding of study abroad, I reviewed three global and local (national) discourses that were relevant to Japanese students' study abroad experiences: neocolonialism, "internationalization," and nihonjinron (discussions of Japanese uniqueness). These three discourses were monitored throughout Japanese students' study abroad experiences to examine how they would shape these students' experiences and how these students would negotiate to construct their experiences in the midst of these discourses. Furthermore, as the sub-theme of the study, I examined Japanese students' study abroad experiences in terms of Edward Said's (1995) hope for the creation of non-essentialist, nondominative, and non-coercive form of knowledge. I examined the possibility of study abroad experience as a transformative educational experience that helps students decipher the hegemonic and ideological limitations on their knowledge of "race" and nation. From May to November 1999,1 conducted participatory observations and semi-structured interviews with seventeen Japanese male students who had resided in Vancouver for more than six months. The data suggested that the three discourses of necolonialism, "internationalization," and nihonjinron (discussions of Japanese uniqueness) were manifested to shape the Japanese students' experiences. I argued that as a consequence of the manifestation of these three discourses, the Japanese students rendered "Canadians" into the "Other." Furthermore, this bi-polar and essentialist understanding of "Self and "Others" led to their objectification and commodification of "Canadians" as a medium for "internationalizing" themselves. I conclude that study abroad experiences in Vancouver was not effective in helping the Japanese students go beyond the global (neocolonial) and local (national) ideological discourses. Rather, the study suggested that the Japanese students' study abroad experiences reinforced their preconceived sense of human difference, leading them to view "Canadians" as discontinuous from "us," which enabled them to commodity them merely as a medium for "internationalizing" themselves. Given the findings of the study, I suggest for employing a postcolonial perspective in the examination of foreign students' study abroad experience. I also call for critical re-evaluation of study abroad experiences of foreign students, in particular, Japanese students and for the attempt to turn study abroad into a transformative learning opportunity that helps students move beyond hegemonic imperial discourses of "race" and nation.