Black university students’ experiences of negotiating their social identity in a historically white university
- Authors: Mogotsi, Opelo Petunia
- Date: 2018
- Subjects: Corporate culture -- South Africa , Social integration -- South Africa , Race discrimination -- South Africa , Segregation in higher education -- South Africa , Group identity -- South Africa , College students, Black -- South Africa , Biko, Steve, 1946-1977 , Fanon, Frantz, 1925-1961
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/62416 , vital:28174
- Description: This thesis seeks to explore the social identity of black students in a historically white university. Since 1994, South African government has been promulgating pieces of legislation aimed at ensuring racial integration, and indirectly enforcing acculturation in historically white universities. Studies have proven that institutional cultures in historically white universities alienate and exclude black students’ identities. These students’ sense of social identity, which includes amongst others; culture, heritage, language and traditions, and consequently self-esteem and self-concept is altered in these institutions. Research has been scant regarding the shape and form that black students’ identity assume when they get to these spaces. Face to face interviews were used to collect data and thematic analysis was used for data analysis. The Social Identity and the Acculturation models were used to explore the experiences of black students in negotiating their social identities in a historically white university. Evoking Steve Biko’s analysis of ‘artificial integration’, it was illustrated how the ‘integration’ narrative sought to discard the identity of black students and psychologically enforce a simulation of black students into white established identities. The main themes discussed indicated that black students in this study had social identity and identity challenges in a historically white university. This study has implications for policy development as I hope to theoretically sensitize historically white universities to (apart from mere opening of spaces of learning) understand the social identity challenges of black students.
- Full Text:
- Date Issued: 2018
- Authors: Mogotsi, Opelo Petunia
- Date: 2018
- Subjects: Corporate culture -- South Africa , Social integration -- South Africa , Race discrimination -- South Africa , Segregation in higher education -- South Africa , Group identity -- South Africa , College students, Black -- South Africa , Biko, Steve, 1946-1977 , Fanon, Frantz, 1925-1961
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/62416 , vital:28174
- Description: This thesis seeks to explore the social identity of black students in a historically white university. Since 1994, South African government has been promulgating pieces of legislation aimed at ensuring racial integration, and indirectly enforcing acculturation in historically white universities. Studies have proven that institutional cultures in historically white universities alienate and exclude black students’ identities. These students’ sense of social identity, which includes amongst others; culture, heritage, language and traditions, and consequently self-esteem and self-concept is altered in these institutions. Research has been scant regarding the shape and form that black students’ identity assume when they get to these spaces. Face to face interviews were used to collect data and thematic analysis was used for data analysis. The Social Identity and the Acculturation models were used to explore the experiences of black students in negotiating their social identities in a historically white university. Evoking Steve Biko’s analysis of ‘artificial integration’, it was illustrated how the ‘integration’ narrative sought to discard the identity of black students and psychologically enforce a simulation of black students into white established identities. The main themes discussed indicated that black students in this study had social identity and identity challenges in a historically white university. This study has implications for policy development as I hope to theoretically sensitize historically white universities to (apart from mere opening of spaces of learning) understand the social identity challenges of black students.
- Full Text:
- Date Issued: 2018
The relationship of academic aptitude and study habits to academic success : a study of first year students' experience of academic life with specific reference to the University of Fort Hare
- Authors: Penny, Alan Joseph
- Date: 1980
- Subjects: Academic achievement , Student adjustment -- South Africa , College students, Black -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1379 , http://hdl.handle.net/10962/d1001445
- Description: Any enquiry follows some incident which has prompted the question that leads to the enquiry. This study was prompted by a review of the 1974 first year examination results at the University of Fort Hare. The average percentage pass rate for that year was 59.3%. The cynic may remark that this is no different to the first year pass rate at white South African universities (cf. Erens and Louw, 1978), but when it is realised that students entering Fort Hare, or any other black university for that matter, are a highly select group, these figures have more Impact. The consequences of failure in terms of the wastage of human potential are immense (cf. Auerbach, 1977) but are more critical when this occurs, as It does, "... in a society which is competitive rather than co-operative, where people are for ever being classified according to what they have rather than that they can contribute and where competition plus classification inevitably breeds fears." Bligh (1978). A review of the first year examination results for the five years from 1971 revealed an average pass rate of 55.5% and for 1976, 1977 and 1978 a marked decline to 39.32%. For the earlier period, Downing (1977) found that 19.69% of students completed their degree courses In the minimum number of years. For the latter period (1976 to 1978) this has dropped to 16.3%, which, with the figure for the earlier period, suggests that whilst the failure rate may be highest at the end of the first year, in subsequent years it is also high. In this respect Fort Hare differs from white universities where about 75% of students complete their degrees in minimum time (cf. Erens and Louw, 1978)
- Full Text:
- Date Issued: 1980
- Authors: Penny, Alan Joseph
- Date: 1980
- Subjects: Academic achievement , Student adjustment -- South Africa , College students, Black -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1379 , http://hdl.handle.net/10962/d1001445
- Description: Any enquiry follows some incident which has prompted the question that leads to the enquiry. This study was prompted by a review of the 1974 first year examination results at the University of Fort Hare. The average percentage pass rate for that year was 59.3%. The cynic may remark that this is no different to the first year pass rate at white South African universities (cf. Erens and Louw, 1978), but when it is realised that students entering Fort Hare, or any other black university for that matter, are a highly select group, these figures have more Impact. The consequences of failure in terms of the wastage of human potential are immense (cf. Auerbach, 1977) but are more critical when this occurs, as It does, "... in a society which is competitive rather than co-operative, where people are for ever being classified according to what they have rather than that they can contribute and where competition plus classification inevitably breeds fears." Bligh (1978). A review of the first year examination results for the five years from 1971 revealed an average pass rate of 55.5% and for 1976, 1977 and 1978 a marked decline to 39.32%. For the earlier period, Downing (1977) found that 19.69% of students completed their degree courses In the minimum number of years. For the latter period (1976 to 1978) this has dropped to 16.3%, which, with the figure for the earlier period, suggests that whilst the failure rate may be highest at the end of the first year, in subsequent years it is also high. In this respect Fort Hare differs from white universities where about 75% of students complete their degrees in minimum time (cf. Erens and Louw, 1978)
- Full Text:
- Date Issued: 1980
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