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Student thesis : Phd
Date of Award | 1 Aug 2020 |
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Original language | English |
Awarding Institution | |
Supervisor | (Supervisor) & (Supervisor) |
File : application/pdf, -1 bytes
Type : Thesis
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2014, University of Cape Town
The University of Cape Town (UCT) prides itself in being a transformed and non-racial institution where many cultures and races are equally valued (www.uct.co.za); however, Black students at the university leave with a different experience. Recent events have pointed to ongoing racism within the university. For example, the Varsity, the UCT student newspaper, published an article just last year about students finding White people as the more attractive race and Black people as the least attractive race (varsitynespaper.co.za). This caused a national outcry in South Africa regarding the university publishing an article that perpetuated racism at the university. Although the conversation around the incident suggested that this was an isolated incident, many Black students at UCT still experience discrimination, exclusion and isolation. The racism that students experience at the university is detrimental to the students in many different ways and that is why this thesis is very important in order to shed light to their painful experiences. Racism at an interpersonal, structural and institutional level affects Black students emotional well-being, mental health and their academic performance (Moodley, n.d.); therefore, it is important for the university to engage with Black students about their experiences in order to seek ways of creating a positive and healthy environment for all its students. Although the increasing number of Black students at the university is seen by the institution as a sign of transformation, the growing Black student population requires an in-depth reading of Black students’ experiences and whether to them transformation is occurring at the university. Such qualitative research is critical to inform transformation policies and programmes at UCT. Taking this into consideration, my research seeks to ask, despite transformation policies at the university, how do Black students experience racism at UCT today? To answer this question I conducted in-depth qualitative interviews with six Black students at UCT who come from the townships and documented their experiences. In this thesis I argue that despite many policies to foster transformation, UCT remains untransformed and marginalizes Black students, and is ultimately still a racist institution. I also argue that the racism and institutional exclusion that happens at the university is also indicative of the broader South Africa that remains racist and institutionally untransformed.
Sadia Rajput
Africa Education Review
Lynne Damons , Doria Daniels
Transformation of South Africa's HWIs is evidenced by a diversification of their student and staff populations. The transition from exclusion to inclusion of black minority student populations and their cultures on to these university campuses has not been without challenge for those accessing these institutions. This article reports on a study that was conducted at Stellenbosch University about the experiences
Higher Education
Dina Z O E Belluigi
With inequality persistent across geopolitical contexts, ‘transformation’ continues to be expediently cited in the rhetoric of higher education institutions. Illuminating alike issues worldwide, the paper critically examines race, inequality and oppression among the black and women academics who were selected as recipients of post-apartheid academic development programmes at an historically white institution in South Africa. Utilising a report-and-respond approach, participants initially responded in a questionnaire to definitions of notions of transformation espoused within The Integrated Transformation Plans of South African universities. This was followed by non-deterministic small group discussions of the researchers’ interpretations of those responses. The recipients’ lived experiences provide deep insights, from within, into the misalignment between those discourses espoused and those practiced, which have implications for transforming the institutional culture of the dominant in-group. Emerging ahead of the implementation of a self-regulatory tool for higher education institutions across that national context, many of the participants called for structural accountability mechanisms in the face of their frustration with current ineffectual approaches. A concern about institutional responsiveness to research findings of such critical studies is raised.
Mlamuli Hlatshwayo
Social Dynamics
Laurence Piper , Kevin Durrheim , Desiree Manicom
Social Behavior and Personality: an international journal
Neeshi Singh-Pillay
Racial experiences and attitudes were examined in a sample of 433 South African university students. Two hundred and forty-two respondents (55.9%) reported that they had experienced a total of 926 racial incidents on campus in the 12-month period reviewed. The majority of these experiences (71%) involved discriminatory behaviors, with members of the university staff being the modal perpetrators (56% of all incidents). Although racial experiences elicited a range of negative reactions (becoming upset, fearful, or angry) none of the incidents had been reported to campus authorities. Respondents' racial attitudes were found to vary as a function of both gender (males being more likely to endorse racist statements) and race (white students scoring highest on a measure of old-fashioned racism, and Indian and white students scoring highest on a measure of modern racism).
Abraham Serote
Louise Vincent
Research on transformation of higher education institutions shows that the underrepresentation, recruitment and retention of blacks and women in senior posts is still the major challenge facing the project of transforming higher education, particularly in Historically White Universities (HWUs). Several South African universities have responded to this challenge by initiating programmes for the ‘accelerated development’ of black academic staff. In this project we were interested to examine the wider implications of such programmes for transforming/reproducing existing institutional cultures. Focusing on one particular HWU and the participants in its Accelerated Development Programme (ADP) we asked whether or not the programme could be thought to have contributed to the interruption or reproduction of the existing dominant institutional culture of the university. The paper is based on interviews with 18 black lecturers who entered the academic workforce through the university’s ADP. E...
International Journal of Higher Education
didimalang matsheka
Educational institutions are characterised by cultural and institutional racism that is embedded in their structural systems, curriculum and practices that negatively impact the social and academic experiences of racial minority students. Prejudice and discrimination are rooted in hierarchies whereby some cases evidence one directional oppression of a racial group by the dominant or majority group. The study aimed at exploring challenges faced by racial minority students at Justus-Liebig University and North-West University. The study utilized a qualitative research approach in order understand the opinions, experiences and views of racial minority students about their campus realities. Fourteen in-depth interviews were undertaken with racial minority students and findings were analysed through content thematic analysis. The findings revealed that challenges faced by minority racial students from Justus-Lieberg University and North West University were similar. The challenges includ...
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International Journal of Qualitative Studies in Education
Gladman Thondhlana
Identity Culture and Politics an Afro Asian Dialogue
Hassan O. Kaya
Perspectives in Education
Thierry M Luescher
To be a minority teacher in a foreign culture
Journal of African Foreign Affairs
Precious Otu
Tshepo Madlingozi
dzunisani sydney
Mediterranean Journal of Social Sciences
Juliet Ramohai
JOURNAL OF SOCIOLOGY AND SOCIAL ANTHROPOLOGY
Elli (Binikos) Kriel
Jenny Clarence-Fincham
Hanne Kirstine Adriansen , Lene Møller Madsen
Crain Soudien
Journal of Student Affairs in Africa
Samantha Shapses Wertheim
Louise Vincent , Masixole R Booi , Sabrina Liccardo
Tasmeera Singh
Moeketsi Letseka
Jennifer Bonti-Ankomah
PEOPLE: International Journal of Social Sciences
omphemetse sibanda
Arona Dison
Transformation in Higher Education
Nuraan Davids
crain soudien
Journal of Social Sciences
Bhekithemba Mngomezulu
Delsol, Rebekah (2006) Institutional racism, the police and stop and search: a comparative study of stop and search in the UK and USA. PhD thesis, University of Warwick.
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This research examines the utility of the concept of institutional racism in explaining racial disparities in stop and search practice in the UK and US. The concept of institutional racism was introduced in 1960s America. The concept was politically powerful in expanding existing understandings of racial inequalities which focused on individual prejudice and cultural pathology, to showing how racist discourses can become embedded in the structures of social formation. There were a number of analytical weaknesses inherent in the term at its conception. The concept has been utilized at various points of history in the US and UK. The 1999 Macpherson Report brought the concept of institutional racism back to popular usage in the UK, particularly in discussions around discrimination and policing. Macpherson took as evidence of the existence of institutional racism the continued disparities in stop and search use. The power to stop and search people in the street suspected of criminal activity has long been a feature of British and American policing. Research in both countries has continually shown that these powers are being disproportionately exercised against ethnic minorities. Thus this thesis explores whether the concept is useful in explaining disproportionate stop and search outcomes. The research is based on a study of police officers from two forces in the UK and two police departments in the US. It uses semi-structured interviews, observations and draws on official policy documents and statistics. The purpose of the research is to gain an understanding of the circumstances and decision-making by officers as they conduct stop and search and to understand the context in which these decisions take place. The findings reveal that discriminatory outcomes in stop and search are the product of not only the actions of individual officers but also national and local policies and practices. These policies and practices are devised and implemented by social actors. The disproportionate outcomes not only result from racism but also prejudice based on class and gender. The concept of institutional racism reifies individual institutions and obscures the role of social actors in institutions, who shape the policies and practices of an institution. Without an understanding of the contexts in which people draw on race ideas and what features of their social position allows them to assert these ideas into the policies and practices of an institution we are unable to apportion responsibility and build reform agendas. Thus institutional racism fails to explain the disparities in stop and search use in the UK and US.
Item Type: | Thesis (PhD) |
---|---|
Subjects: | > |
Library of Congress Subject Headings (LCSH): | Racism in criminology, Police administration -- Great Britain, Police administration -- United States, Police -- Attitudes |
Official Date: | July 2006 |
Dates: | |
Institution: | University of Warwick |
Theses Department: | Department of Sociology |
Thesis Type: | PhD |
Publication Status: | Unpublished |
Supervisor(s)/Advisor: | Bridges, L. (Lee) ; Carter, Bob, 1949- |
Format of File: | |
Extent: | 350 leaves : charts |
Language: | eng |
Persistent URL: |
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Postgraduate research opportunities in sociology and social policy, funded phd programme (students worldwide).
Some or all of the PhD opportunities in this programme have funding attached. Applications for this programme are welcome from suitably qualified candidates worldwide. Funding may only be available to a limited set of nationalities and you should read the full programme details for further information.
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PhD Opportunities in Communication, Media, and Film Studies. We warmly invite applications for full-time or part-time self-funded PhD study. . About the PhD Programme. The Centre for Culture, Media & Society (CCMS) is an exciting interdisciplinary environment delivering research that offers critical insight and real-world impact. .