Academic literature on the topic 'Women college students South Africa Attitudes'

Sexual violence has been highlighted as a global scourge. Rape culture being a phenomenon derived from the plight of sexual violence injustices, has addressed the normalization of actions which produce the issues surrounding sexual violence. Rape culture is an old concept, which, however, has been newly campaigned today as the crisis of sexual violence has risen. Women are at the forefront of this issue as they are the most affected; however, this is not to say that men do not fall victim. Experiencing sexual violence can demonstrate physical and genuine harm to survivors. Furthermore, academic performance and social interactions can be contrarily affected by a rape understanding, particularly when survivors face negative social responses and lack of help from college assets. University culprits of sexual assault seem to impart a few attributes to one another (e.g., psychopathic propensities, explicit compulsion strategies, and rape-supportive attitudes), proposing that some male understudies are bound to commit rape against one another. The propagation of rape culture crosswise over campus grounds eventually prompts an extreme underreporting of assault episodes and far-reaching falsehood with respect to rape. University institutions ought to require observer mediation preparing to teach understudies about rape, increment attention to college systems in regard to rape examinations, and change the present demeanor toward rape survivors and culprits. Tertiary institutions in South Africa have made many pledges that fight against violence that is gender-based, especially sexual violations. The findings indicate that rape culture is prevalent at a considerably high rate on university premises. Based on the findings obtained, the normalization of rape culture is a concept that students learn through home-indoctrinated practices, peer-group pressure, as well as through the influence of social media.

Political change in South Africa since 1994 has led to a marked increase in opportunities to gamble. The purpose of the study was, therefore, to investigate attitudes towards gambling in African University students with the Gambling Attitude Scales by sex, course of study, and personality traits such as conservatism and risk-taking. The sample included 136 University of the North students, 80 first-year psychology and 56 second-year African law students. The students were 69 men and 65 women in the age range of 18 to 32 years ( M of 21.8 yr., SD = 3.9). Analysis showed that men held more positive attitudes than women did towards gambling. Positive attitudes toward gambling were related to individual differences in risk-taking, liberalism, and course of study.

This article explores the experiences of women students in an Engineering programme at a South African technical and vocational education and training (TVET) college. Drawing on the capabilities approach as the study’s theoretical framework, the author interprets what women go through as they navigate college and transition into the labour market. While there is a growing literature on post-school education, particularly on TVET, few studies focus on the experiences of women students in traditionally male-dominated programmes such as Engineering. Furthermore, South African education and training policies since 1994 make reference to a commitment to resolving the inequalities under the previous apartheid government, specifically with regard to gender inequality. Through a case study approach, the research reported on in this article sought to understand how the democratic government’s commitment to social justice was being implemented and experienced on the ground, and, more particularly, whether it is improving the position of women students. Qualitative data obtained through in-depth interviews were collected in two phases from 14 women in their final trimester of the National Accredited Technical Education Diploma (NATED) programme and about six months after that. The findings show that the students face various challenges while they persist with their education, and also in obtaining either internships or employment. By highlighting the experiences of women in TVET, it is hoped thatthis understanding will help to persuade the government to embrace social justice in the postschool sector so as to enhance the study and employment opportunities of women who enrol in Engineering.

The aim of this cross-sectional survey was to assess awareness, knowledge, and attitudes in regard to human papillomavirus (HPV) and vaccination against HPV among college students. From 2015 to 2017, 386 diverse undergraduates were recruited from a south Florida university. A survey, part of which was researcher developed, of HPV awareness, knowledge, and attitudes was conducted. The majority (84%) of participants had heard of HPV, and 70% had favorable attitudes toward vaccination. Only 28% of men and 55% of women had received ≥1 dose vaccine ( p = .01), and 4% of all participants reported that they had received 3 doses. Those with ≥1 dose ( n = 123, 40.1%) were more knowledgeable about HPV ( p = .01). High knowledge scores were recorded for 30% of respondents and were strongly associated with HPV vaccine initiation among both men and women ( p < .001) and perceived knowledge among women only ( p < .001). Negative attitudes toward HPV vaccine acceptance were associated with low knowledge scores ( p = .01) and undervaccination ( p < .001). Vaccinated women ( n = 95) were over seven times more likely than were unvaccinated women ( n = 115) to report positive vaccine attitudes (relative risk = 7.1). HPV vaccination status was not associated with vaccine attitudes among men. HPV knowledge and vaccine uptake remain problematic among college students, and deficits in both are associated with negative HPV vaccine attitudes. Although the knowledge gap is narrowing, HPV vaccination efforts should target young men, as HPV-related cancer morbidity continues to rise in men.

Purpose: The purpose of this study was (a) to synthesize studies of condom use among South Korean college students, and (b) to appraise the quality of each article using Gough's weight of evidence.Methods: Studies published in English and Korean were searched in electronic databases using the terms "student or college student or university student or undergraduate", "condom", and "Korea*".Results: Twenty studies met the inclusion criteria, showed appropriate quality, and were therefore selected for review. The variables related to condom use were measured in terms of condom-related factors, factors related to non-condom-related knowledge and attitudes, and other factors. Knowledge, attitudes, and self-efficacy were associated with condom use, and there were differences in condom-related factors among men and women.Conclusion: Based on these findings, it was confirmed that sexual education is needed for both men and women to promote condom use. Education on condom use should not only focus directly on condoms, but should also address other aspects of knowledge and attitudes to influence health beliefs. In addition, developing educational programs targeting adolescents and parents will have a positive effect on college students' condom use.

The attitudes of a sample of 443 Lebanese and South African college students towards the causes of poverty as measured by their locus of control and socio-demographic background were studied. Cross-national differences and personality style constructs of external and internal locus of control were used in a MANCOVA design. No significant interaction differences appeared between national status and locus of control, which gave no support to the main hypothesis of this study that respondents from individualistic cultures (South Africa) have internal locus of control and make more individualistic attributions of poverty. Lebanese students were more structuralistic, and had more external than internal locus of control than South Africans. The independent variable of class did not appear as a predictor to the structural attribution for poverty. Hence, university education may be the most important factor in the attributions of poverty. Conceptualization in the design as to how individuals see poverty outside their immediate environment and how this can affect the formation of their poverty attitudes are suggested as areas for further research.

Previous research has demonstrated that LGBT students tend to have negative experiences of school, suffering social marginalisation and discrimination. One key reason for this has been the homophobia of heterosexual male students. However, my research into sixth forms in the south of England has documented a marked change in the attitudes of straight youth, who now espouse pro-gay attitudes. In this article, I explore how this changing social zeitgeist impacts on the school experiences of LGBT youth. Building on a four-month ethnography at a religious sixth form college, I present the experiences of four students: one gay, lesbian, bisexual and transgendered student. Highlighting the similarities and differences in their experiences, I demonstrate the positive influence decreasing homophobia has on all students, and I argue that it is necessary to focus on combating heteronormativity in school settings. Framing these findings using inclusive masculinity theory, I also explore the extent to which this theory has relevance for women.

page iv. Editorial team page v. Acknowledgements page vi. Editorial - Joy Papier page 1. Incorporating principles of expansive learning and activity theory in curriculum design to bridge work and education contexts for vocational teachers - James Garraway and Christine Winberg page 22. Developing a WIL curriculum for post-school lecturer qualifications - André van der Bijl and Vanessa Taylor page 43. Teacher industry placement in Australia: Voices from vocational education and training managers - Annamarie Schüller and Roberto Bergami page 67. Motivating styles in dual, initial vocational education and training: Apprentices’ perceptions of autonomy support and control - Valentin Gross, Jean-Louis Berger, Matilde Wenger and Florinda Sauli page 89. Factors that influence the employability of National Certificate (Vocational) graduates: The case of a rural TVET college in the Eastern Cape province, South Africa - Nduvazi Obert Mabunda and Liezel Frick page 109. Experiences of women students in Engineering studies at a TVET college in South Africa - Sophia Matenda page 126. Growing the TVET knowledge base in the south: South African postgraduate output, 2008–2018 - Joy Papier and Simon McGrath page 143. Interview with Adrienne Bird - Johann Maree page 153. Contributor biographies page 156. Editorial policy page 158. Call for papers: JOVACET 4(1), 2021

This paper presents a fully online course model for teaching speaking and listening skills for students learning Arabic as a foreign language at the International Peace College South Africa on the NEO learning management platform. It also investigates the students' attitudes towards the course. The course was developed by the researcher during the first semester of 2020. This period coincided with South Africa’s first wave of COVID-19, and the country’s first strict lockdown. The syllabus consists of three components: listening, speaking and conversational Arabic. It includes various technology-enhanced activities and resources which were developed by using LMS features, Web 2.0 tools, and e-learning specifications such as Learning Tools Interoperability (LTI) and Shareable Content Object Reference Model (SCORM). The integration of technology in the course is based on an approach that combines Bloom's taxonomy and Technology Integration Matrix (TIM). Apart from the description of the course, this study used a thirty-item questionnaire to investigate the attitudes of thirty-one learners who participated in the course. They answered questions about the course’s resources, activities as well as its impact on their language skills. Results from the questionnaire revealed that the respondents' attitudes towards the online course were positive and statistically significant at p < .05. The design and the approach adopted in this study can apply to any context of language teaching. It provides a myriad of technology-enhanced activities that can be effectively used to teach listening and speaking skills virtually. Foreign language teachers can adopt this approach in its entirety, or with idiosyncratic modifications to design their language courses, irrespective of the virtual learning ecology (VLE) they use.

Female and male condoms are the only methods that prevent both sexually transmitted infections (STIs), including HIV, and unintended pregnancy. Despite continuing high STI rates, few studies investigate factors predicting whether women initiating female condom (FC) use sustain use. Using data from a randomized trial, we examined predictors of sustained FC use at five-month follow-up (FU2) among female university students in South Africa who participated in either a one-session, information-only, group-delivered Minimal Intervention or a two-session, group-delivered Enhanced Intervention. In the final multiple logistic regression model, believing one’s partner holds positive attitudes toward the FC (aOR = 1.40; p = 0.028), and greater FC use for vaginal sex at previous assessment (aOR) = 1.19; p = 0.008) were associated with greater odds of FC use at FU2. Excluding number of FC-protected occasions at FU1 from the analysis, discussing FC use with partner (aOR = 2.89; p = 0.071) and believing one’s partner holds positive attitudes toward the FC (aOR = 1.63; p < 0.001) were associated with greater odds of use at FU2. The FC empowers women to protect themselves from both STIs and unintended pregnancy, but targeted interventions are needed to address men’s negative attitudes toward the device. Engaging men as FC champions to support and promote FC use, along with marketing campaigns targeted to men, may expand FC coverage and enhance uptake.

Thesis (MPhil)--Stellenbosch University, 2002.
ENGLISH ABSTRACT: Tertiary institutions worldwide as well as locally have investigated sexual harassment on their campuses. This was done partly because of the negative consequences of sexual harassment on students and staff, particularly their work performance. Incidents of sexual harassment reported at universities range from rape and sexual assault to threats and sexist remarks by lecturers. When researching this phenomenon, difficulty is normally encountered partly due to the uncertainty that surrounds this activity. This is because perceptions differ as to what kind of conduct constitutes sexual harassment. Research further indicates that there are gender and racial differences in the assessment of sexual harassment. The current study investigates the uncertainty, gender and racial differences that exist regarding sexual harassment at a specific university campus. By means of a survey the perceptions of students regarding these three issues were determined at the Faculty of Military Science, a satellite campus of the University of Stellenbosch. With the utilisation of statistlcal packages, frequencies and statistical differences amongst the various sub-groups at the campus were determined. This was done in order to compare these findings with those of other universities who conducted similar sexual harassment surveys on their campuses in South Africa. It was found that no clear idea of what constitutes sexual harassment exist amongst these students. In particular women in the survey consistently viewed more incidents as contributing to sexual harassment than men. As oppose to other findings, Blacks registered a more conservative attitude when assessing whether certain incidents can be viewed as sexual harassment. The above was found notwithstanding the differing social context, especially the socialisation process and the fairly rigid codes of conduct, that students at the Military Academy are exposed to.
AFRIKAANSE OPSOMMING: Verskeie tersiêre instellings, wêreldwyd sowel as plaaslik, het seksuele teistering op hul kampusse ondersoek. Dit was deels gedoen as gevolg van die negatiewe gevolge wat hierdie aktiwiteit op studente en personeellede het, veralop hul werksprestasie. Gerapporteerde insidente by universiteite wissel vanaf verkragting en seksuele aanvalle tot dreigemente en seksistiese opmerkings deur dosente. Probleme is ondervind tydens navorsing oor die verskynsel wat deels toegeskryf kan word aan die onsekerheid wat hierdie aktiwiteit omhul. Dit hou verband met persepsies wat verskil ten opsigte van die soort gedrag wat seksuele teistering teenwoordig. Navorsing wys verder daarop dat geslags- en rasverskille bestaan by die assesering van seksuele teistering. Die huidige studie ondersoek die onsekerheid, geslags- en rasverskille ten opsigte van seksuele teistering by 'n spesifieke universiteitskampus. Deur middel van 'n opname word die persepsies van studente rakende die drie kwessies bepaal by die Fakulteit Krygskunde, 'n satelietkampus van die Universiteit van Stellenbosch. Met behulp van statistiese pakkette, word frekwensies en statistiese verskille tussen die verskillende subgroepe op die kampus bepaal. Dit was gedoen ten einde in staat te wees om die bevindinge te vergelyk met die van ander Suid-Afrikaanse universiteite wat seksuele teistering opnames op hul kampusse gedoen het. Daar word bevind dat geen duidelike idee van wat seksuele teistering behels bestaan onder die studente nie. In besonder word bevind dat vroue in die opname deurlopend meer insidente aanslaan as seksuele teistering, as mans. In teenstelling met ander bevindinge, registreer swart persone 'n meer konserwatiewe houding wanneer bepaal word of sekere insidente seksueel teisterend van aard is, al dan nie. Bogenoemde was bevind desondanks die eiesoortige sosiale konteks waarin studente hulself bevind, veral die sosialiseringsproses en die redelike streng gedragskodes, waaraan studente van die Militêre Akademie onderwerp word.

Negative attitudes and stigmas against those diagnosed with mental illnesses have been found to prevail in modern society, despite the availability of effective treatments and attempts to educate people about mental health. Numerous studies have been conducted on the attitudes of various groups of people and communities towards mental illness. There is, however, limited research about student populations, particularly students registered for courses in the “allied health professions”. This study aimed to explore and describe the prevailing attitudes towards mental illness of a sample of the undergraduate Psychology student population (registered between 2nd and 4th year of study) within the Faculty of Health Sciences at a South African University. The procedure followed was an electronic intranet based survey, utilising the Community Attitudes to Mental Illness (CAMI) scale. The survey was accessed via the university’s student portal and links were sent via email to students to complete. A total of n=51 student responses were recorded and analysed. Data were quantitatively analysed using t-tests and Analyses of Variance (ANOVA). No statistically significant differences on the CAMI scales were found between the students in relation to the various student demographic variables such as age, gender, race or year level, and the CAMI findings. Overall, the sample of undergraduate Psychology students were shown to have favourable attitudes towards mental illness, which is potentially accounted for by their chosen field of study of Psychology. Education and knowledge about mental health were acknowledged as being most important in reducing stigma towards mental illness.

This study assessed the prevalence of unwanted early sexual experiences (UESE), of the first year psychology students at the University of Fort Hare, in East London. Of the participants, 65 (31 percent) indicated that they had been exposed to some form of non-contact (56.9percent) or contact (22.3 prercent) UESE before the age of 16 years. It was found that more male (42.5 percent) than female (25.2 percent) students reported being exposed to an UESE. The most common perpetrator reported by the majority of the participants were friends (52.4 percent). Most respondents reported that they were only exposed to the UESE once (55.6 percent). The study found that females were significantly more bothered than males both at the time of the UESE and at the time of completing the questionnaire. Both male and female participants were more bothered by the UESE at the time of the event than they were at the time of completing the questionnaire, which indicates an abatement of symptoms over time. The results indicate that flashbacks of the UESE were the most bothersome experience for both male and female participants at the time of completing the questionnaire.

The perceptions of both students and teachers are vital to improve performance and to ensure a positive teaching and learning climate at a college. This study examines the perceptions of staff at three recently merged campuses and students regarding student performance. The research focuses specifically on the performance of students registered for the Small Business Management N3 and NSC (National Senior Certificate) curriculum. A combination of quantitative and qualitative research methods was employed to investigate the desired result. Staff teaching the subject (Small Business Management) were given semi-structured interviews, while students who are currently studying the subject were given questionnaires to complete. Data was collected and analysed. This study reveals amongst other findings that management in FET institutions needs to take cognisance of the perceptions of staff and students regarding the improvement of student performance. Opinions, attitudes, insights and recommendations expressed concerning student performance can help institutions improve their culture of teaching and learning.

This treatise reports on a qualitative exploratory study that was aimed at identifying and describing the challenges experienced by single mothers who were students at a South African university. The researcher is of the view that single parenthood is a global challenge but very little has been done to explore this phenomenon in South Africa. A purposive convenience sample of four voluntary full time registered single mother students at a university in the Western Cape Province was utilised in the study. The participants ranged in age between eighteen and twenty three years and were English second language speakers. In-depth individual interviews were conducted with the four participants and the data were analysed into qualitative themes. The following main challenges for the sample of single mother university students emerged from the data: (i) Financial challenges. (ii) Concern for the general wellbeing of children. (iii) Difficulties regarding the separation of mother and child. (iv) The importance of tertiary education in finding future employment. (v) Dual role stress. Sub-themes within these main themes were also identified and discussed. Recommendations for future research, based on the findings of this study, are also offered.

The focus of this treatise is to explore the attitudes and perceptions of university students towards binge drinking at a South African University. Binge drinking among university students is a serious concern, prevalent on many campuses and ingrained on university campuses worldwide. The aims of this study were (a) to describe students’ understanding of binge drinking, (b) to explore and describe university students’ attitudes towards and perceptions of binge drinking, and (c) to explore the contextual factors relating to binge drinking within a university setting. An exploratory, qualitative approach was utilized. The collection of data was initiated using a biographical questionnaire to identify participants relevant to the study. The data collection process continued with semi‐structured focus group interviews. Data was collected by conducting four focus group sessions with two separate groups of students between the ages of 18 and 25 and residing on a university campus. Data analysis was conducted in accordance with the principles and guidelines of Tesch’s (as cited in Creswell, 1994) eight steps in qualitative data analysis. The results of this study indicate the following: there is lack of knowledge and understanding of binge drinking, students have positive perceptions of binge drinking and there is a perception that the university environment promotes binge drinking. In order to address binge drinking, strategies need to be implemented in the student, family, university and community context.

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 (pAFRIKAANSE 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