Interactions of diverse students in a South African university residence : the case of Tuks Village
type: CreativeWork
description: Utilising the methodology of portraiture this study set out to explore interactions of diverse students in a South African university residence. The purpose of the study was to understand how students from different racial and ethnic backgrounds interpret their own experiences as they had to share their personal space with people who had previously been seen as the outgroup. The study was qualitative in nature and used a case study research design. Datagathering techniques included semistructured interviews, observations, field notes and researcher?s journal. Critical race theory and contact theory were the theoretical frameworks of this study. Data was analysed by means of content analysis. Findings of this study were fivefold: first, institutional practice plays an important role in facilitating contact between diverse students. Second, an environment that promotes social interaction is important in reducing stereotypes and prejudices. Third, continuous communication between diverse students minimised misunderstandings and promoted understanding and sympathy. Fourth, the participants did not attribute the challenges they experienced in their unit to racial or cultural differences. Fifth, participants did not segregate themselves exclusively from racial others. However, evidence reveals lack of interaction between some of the black female students.
abstract: Utilising the methodology of portraiture this study set out to explore interactions of diverse students in a South African university residence. The purpose of the study was to understand how students from different racial and ethnic backgrounds interpret their own experiences as they had to share their personal space with people who had previously been seen as the outgroup. The study was qualitative in nature and used a case study research design. Datagathering techniques included semistructured interviews, observations, field notes and researcher?s journal. Critical race theory and contact theory were the theoretical frameworks of this study. Data was analysed by means of content analysis. Findings of this study were fivefold: first, institutional practice plays an important role in facilitating contact between diverse students. Second, an environment that promotes social interaction is important in reducing stereotypes and prejudices. Third, continuous communication between diverse students minimised misunderstandings and promoted understanding and sympathy. Fourth, the participants did not attribute the challenges they experienced in their unit to racial or cultural differences. Fifth, participants did not segregate themselves exclusively from racial others. However, evidence reveals lack of interaction between some of the black female students.
language: en
keywords: UCTD
date published: 2013
date modified: 2026-07-24T03:52:34Z
provider: University of Pretoria
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Pretoria

PropertyValue
property ID: Handle
value: http://hdl.handle.net/2263/57494