Thesis (MA)--University of Stellenbosch, 2000.ENGLISH ABSTRACT: In 1994 the Durban College of Education, that used to be an all white Afrikaans-medium
institution, changed to a multicultural institution with Afrikaans and English as medium of
instruction. The author, other lecturers and teachers of all races have not been
educated to teach from a multicultural perspective and due to stereotyping and
prejudices which were still dormant, a great need arose to address the cultural diversity
of the college. This diversity lead to differences in culture, which lead to conflicts and
may even have been responsible for poor academic achievements.
As a lecturer at the Durban College of Education, the author became interested in
whether selected initiative and cultural activities could foster a positive self-concept and
a positive attitude towards other students of the same ethnic group, as well as towards
students of other ethnic groups. The author agreed with De Klerk and Labuschagne
(1995) that cultural differences have a great impact on the life, personal development
and academic achievements of the students at a multicultural institution of higher
education. The author also believes that students should be guided (Wasserman, 1997)
in how to perceive themselves and other students of all ethnic groups. This will assist
them. to achieve a successful academic career (Greyling, 1997) without wrong
perceptions, stereotyping and prejudices (Van der Walt, 1991).
The subjects for this study (N=127) were all first year students at the Durban College of
Education. The group was comprised of black students (n=24); white English speaking
students (n=58); white Afrikaans-speaking students (n=34) and Indian students (n=11)
(see table 3 page 43).
A pre-test was administered to determine the initial status of the subjects. An
intervention programme followed and a post-test was administered directly after the
intervention programme (see chapter 4). A follow-up test was administered three
months later to determine the influence of the daily college routine on the self-concept
and attitude towards ethnicity of the subjects. A control group (N=30) also completed
the three questionnaires. The control group did not follow the intervention programme. Adolescent Sport Self-concept Scale of Smith (in Paterson 1991) and an ethnic attitude
scale, was administered. The ethnic attitude scale was based on the ethnic attitude
scales used by Paterson (1991) and Pretorius (1978). This ethnic attitude scale was
adapted to adhere to the needs of this study. The data were computerised; at-test
statistic and a Duncan's multiple range test were applied to determine if there were
significant differences.
By comparing the results of the experimental group with that of the control group, it was
evident that after the intervention programme, there was a significant positive change
(p<O.01) not only in the self-concept of the first year students, but also in the attitude of
these students towards students of the same ethnic group, as well as towards students
of other ethnic groups. The same results were evident after the three-month period in
which no special treatment had been administered. To ensure similar positive effects in
the future, a follow-up programme, similar to the intervention programme, would be
necessary.
The intervention programme accordingly served its purpose as part of the orientation
programme well. There are, however, many changes to be made to suit the needs and
requirements of other institutions that would wish to use similar programmes. The
dynamic interaction of energetic facilitators is essential. If possible, the facilitators
should come from the student body to create more interaction within the student
community.AFRIKAANSE OPSOMMING: Die Durbanse Onderwyskollege wat voorheen 'n inrigting vir Afrikaanssprekende
blankes was, het in 1994 na 'n multikulturele inrigting verander met beide Afrikaans en
Engels as voertale. Die skrywer, baie ander dosente en onderwysers van alle rasse is
tans nog nie geskool om vanuit multikulturele perspektiewe te onderrig nie. 'n Groot
behoefte het ontstaan om die kulturele diversiteit van die kollege aan te spreek
aangesien stereotipering en vooroordele nog steeds onder die studente voorgekom het.
As 'n dosent aan die Durbanse Onderwyskollege, het die skrywer gewonder of
uitgesoekte inisiatiewe en kulturele aktiwiteite 'n positiewe verandering in die houding
van die eerstejaarstudente teenoor die self, teenoor studente van dieselfde etniese
groep, sowel as studente van ander etniese groepe sal hê. Die skrywer stem saam met
De Klerk en Labuschagne (1995) dat kulturele verskille 'n groot uitwerking op die lewe,
persoonlike ontwikkeling en akademiese prestasie van studente het. Hy glo ook dat
studente gelei moet word (Wasserman, 1997) in hul beskouing van hulself en studente
van alle rasse, sodat hul akademiese loopbaan nie skade moet lei onder verkeerde
persepsies, stereotipering en vooroordele nie. Hierdie verskille kan ly tot swak
akamiese prestasies (Greyling, 1997) en kulturele konflik (Van der Walt, 1991).
'n Voortoets is afgeneem om die aanvanklike houding van die proefpersone te bepaal.
Die proefpersone van die eksperimentele groep het onmiddellik na die voortoets 'n
intervensieprogram gevolg. Direk na die intervensieprogram is In natoets afgeneem om
die invloed van die intervensieprogram te bepaal. 'n Verdere opvolgtoets is drie maande
na die intervensieprogram afgeneem om te bepaal hoe blywend die veranderde
houding van die proefpersone was. Die - proefpersone (N=127) was almal
eerstejaarstudente aan die Durbanse Onderwyskollege en het bestaan uit; swart
studente (n=24), blanke (Engelssprekende) studente (n=58), blanke
(Afrikaanssprekende) studente (n=34) en Indiër studente (n=11). 'n Kontrole groep
(N=30) het ook die drie toetse afgelê. Hulle het nie die intervensieprogram gevolg nie.
Die toetse was in die vorm van 'n vraelys wat gebaseer is op die Selfkonsepskaal van
Coopersmith (1967) asook die Adolesente Sport-selfkonsepskaal van Smit (in Paterson, 1991). Die vraelys het ook 'n aangepaste etniese houdingskaal ingesluit wat op die
vraelyste van Paterson (1991) en Pretorius (1978) gebaseer is. Hierdie houdingskaal is
spesiaal aangepas om aan die spesifieke behoeftes van hierdie studie te voldoen. Die
data is deur 'n rekenaar verwerk. 'n T-toets en Duncan se veelvuldige omvangtoets is
aangewend om enige beduidende verskille te bepaal.
Deur die resultate van die eksperimentele met die resultate van die kontrole groep te
vergelyk, het aan die lig gekom dat daar 'n beduidende (p<O.01) positiewe verandering
in die selfkonsep, en in die houding teenoor etnisiteit van die proefpersone in die
eksperimentele groep was. Die positiewe verandering was na die drie-maandetydperk
na die intervensieprogram nog steeds sigbaar.
Na aanleiding van die resultate van hierdie studie, het die program sy doel as deel van
die oriëntasieprogram van die eerstejaarstudente aan die Durbanse Onderwyserskollege
gedien. Daar behoort egter baie veranderinge aangebring te word ten einde die
program te verbeter, sou enige ander inrigtings soortgelyke programme wil gebruik. Eie
inisiatiewe en kulturele aktiwiteite moet gebruik word om aan hulle spesifieke behoeftes
te voldoen. Die sukses van so 'n program sal van die dinamiese en energieke
aanbieding van die fasiliteerders afhang. Die fasiliteerders moet verkieslik vanuit die
studente leierskorps kom om sodoende die verhouding in die studentegemeenskap te
versterk
