Browsing by Author "Singh, Suzanne Angelique Maria"

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    Schooling experiences of Xhosa speaking learners as a minority in a high school: implications for support
    (Stellenbosch : Stellenbosch University, 2012-03) Singh, Suzanne Angelique Maria; Dreyer, Lorna; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
    ENGLISH ABSTRACT: The South African Schools Act (DoE, 1996) formalised access to quality education for all by granting learners access to any school regardless of social, economic, race and cultural backgrounds. This saw many black families in South Africa enrolling their children into former white schools with the perception that these schools were better resourced and that their children would therefore receive a better education. The purpose of the study is therefore to enhance understanding of the experiences of the Xhosa learners as a minority in a former Model C school and to evaluate the life experiences of the learners within the context of the school system and how these experiences may be influencing their academic success. An eco-systemic theoretical framework guided the approach and orientation to the study undertaken by the researcher. This framework enabled the researcher to contextualise the study within the interacting systems that indirectly and directly influence the life experiences of the participants. The study's research methodology can be described as basic qualitative research embedded within an interpretive paradigm. The participants in grade 9 to 11 (two per grade) were purposively selected to participate in the study. Two methods of data collection were used, namely six individual semi-structured interviews and one focus group interview. Qualitative content analysis was used to analyse the data. The research findings indicate that the major reasons for poor academic performance of this minority group are linked to discriminative attitudes and feelings of inadequacy. When learners experience the school as a safe place in which they have a sense of belonging, they are more motivated to learn. Working towards the creation and sustainment of this safe environment, which adequately supports the needs of the learners, requires genuine and continual collaboration between the interacting systems within the context of the learners.
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    Teachers and high school learners’ experiences of a diversity programme
    (Stellenbosch : Stellenbosch University, 2024-03) Singh, Suzanne Angelique Maria; Dreyer, Lorna; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
    ENGLISH ABSTRACT: Post-apartheid democratic South Africa has seen many policies with recommendations and initiatives to promote social justice and inclusion in schools. Desegregated schools have a significant role to play in nation-building and the significance of schools as both a reflection of and a shaping force in society is emphasised. This research aimed to investigate the experiences of teachers and learners in a diversity programme implemented at a former whites-only school in South Africa. The rationale for this programme was that participation in a diversity programme could create and promote opportunities for authentic inter-racial and inter-cultural interaction in a structured way. This qualitative research was guided by the ecological systems theory and cultural-historical activity theory. Participants in this research were purposively selected. Data was collected through the review of documents, individual semi-structured interviews, and focus group discussions. Interpretative phenomenological analysis was used to generate in-depth accounts of participants’ experiences. The findings revealed that building intercultural awareness and understanding necessitates a multifaceted strategy that considers the diverse cultural-historical backgrounds and experiences of all participants involved. It emphasised the significance of contextual factors such as social class, gender, location, as well as cultural and historical perspectives of participants. Based on the research findings, valuable insights into participants’ lived experiences and personal growth formed the basis for the development of the model of practice presented as a scholarly contribution of this research.