Browsing by Author "Kubeka, Alvina"

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    A Capability Approach to Examining the Effects of Actual and Anticipated Fear of Crime: Experiences and Perceptions of Black Female Youth in the Cape Flats
    (2020) Beiser, Sarina; Kubeka, Alvina
    The purpose of this study was to examine how the fear of crime affects the capabilities, perceptions and experiences of black female youth, living in the Cape Flats, Cape Town. Qualitative semi structured interviews were conducted with 18 black female participants between the ages of 18 to 30. This study used Garofalo's model of fear of crime and Amartya Sen's capability approach as theoretical frameworks. With the help of these two frameworks, the researcher sought to gauge what influence the fear of crime can have on people's lives and how crime affects young black females living in communities with high crime rates. It also showed how their life choices and opportunities are influenced by living in unsafe communities. The major challenges and problems highlighted by the participants include: Constant trauma of their daily life (leaving their houses, random shootings, unsafe public transport), mental health issues (losing friends and relatives), lack of proper police service (lack of police presence, incompetence of police, corruption), fear for family or friends, lack of trust and support systems (broken families, loss of trust, no role models, lack of social capital), lack of infrastructure (such as safe hospitals or educational challenges), the effects of gangsterism (gangs and drug wars, effects of drugs, families' or friend's involvement in gangsterism) and the lack of opportunities such as unemployment. This study showed how the peoples' capabilities have been affected by the above-mentioned issues and how the fear of crime affected their daily lives. This study also made recommendations for policy makers and social institutions on what can be done to reduce crime rates and make communities with high crime rates safer
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    A qualitative exploration of blackness among black South African university students
    (2018) Albert, Wanelisa Geraldin; Kubeka, Alvina
    Since the fall of Apartheid, the new mandate of the democratic South African government has been to provide equal quality education for all and to desegregate the education system in South Africa. The desegregation of tertiary education afforded Black students the opportunity to navigate different campuses with vast institutional origins and cultures. This qualitative study aimed to explore Black students' experiences of Blackness while navigating two university campuses in the Western Cape. Drawing upon Black Consciousness and Double Consciousness as the theoretical frameworks, this study examined the experiences and perceptions of Blackness of 20 Black male and female students from two Universities in the Western Cape Province. The aim was to gauge the participants’ sense and understanding of Blackness and how it is shaped and reshaped as they navigate the university space. First, the findings revealed that that Black students exhibited racial pride and ascribed positive traits to Blackness. The students were proud to be Black and asserted that Black people had a good work ethic. Students reported that being Black afforded them an opportunity to change their socio-economic circumstances and improve their communities. Second, Black students who navigated historically White neighbourhoods, schools and university experienced South Africa as untransformed and unequal. On the other hand, Black students who navigated historically Black neighbourhoods, who went to historically Black schools and who attended a majority Black University viewed South Africa as a Rainbow Nation. Black students who attended a historically White university had a heightened sense of Blackness and experienced marginalisation within the university context compared to the Black students who went to a majority Black university Third, universities are not neutral spaces and their historical origins characterise their institutional cultures and the academy. Black students who attended the university founded during colonialism reported that the campus had colonial symbolism and the culture of the university favoured White students. The students reported that the curriculum was Eurocentric and needed to be decolonized. Fourth, Blackness is shaped and reshaped differently on university campuses. Students who went to a majority Black university expressed they were in the majority and the university was a comfortable environment. Black students at both universities experienced racial discrimination and alienation from White and/or Coloured academic staff. Despite progressive policies, this study revealed that much more work need still needs to be done to right the wrongs of the past.
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    Exploring the Experiences and Perceptions of Teachers and Learners on The Effects of Sport for Development Programmes on Education Outcomes in Western Cape Schools.
    (2019) Sampson, Esther; Kubeka, Alvina
    The challenges facing South Africa’s education system are too often a barrier obstructing youth’s success. High drop out rates, large classroom sizes and poor attendance all contribute to inadequate and inconsistent learning. In an effort to remedy the problem, many interventions have been introduced, including sport for development programmes. In order to assess the impact of one type of intervention, this qualitative study explored the perceptions of sport for development participants and their teachers on the impact that CoolPlay has had on educational outcomes. In-depth individual interviews were conducted with 14 CoolPlay participants; age 14-18 and 5 teachers; with 1-25 years teaching experience. The primary purpose of the study was to assess the opinions and perceptions regarding CoolPlay’s impact on education outcomes by participating students and their teachers. The researcher achieved this by evaluating the following factors: participants’ attendance at school, engagement in the classroom, confidence in learning and number of other important elements that impact educational outcomes. The findings demonstrated that CoolPlay has had a noticeable impact on the participants’ educational achievements as well as their holistic development. This outcome was clearly noticed by the participants and corroborated by teacher interviews. Findings included: improved school attendance, increased confidence in the classroom and a clearer understanding of the importance of school, its impact on their future and improved goal directed behaviours. Improvements in social and educational competencies have contributed to educational achievements. It was evident from the study that CoolPlay has impacted its participants’ educational outcomes. CoolPlay’s primary goal of imparting valuable life skills along with social-emotional competencies equip South Africa’s youth for a better future. Key findings are as follows: a positive coach/participant relationship is critical to good outcomes. In addition, the coach/teacher relationship is a key component to success. This study has demonstrated the need for on-going research and assessment of sport for development programmes and their impacts on education outcomes in the Western Cape and South Africa. Quality assessment will lead to evidence based models and ensure positive impacts.
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    Exploring the livelihood strategies of unemployed black female migrant youth living in Cape Town, South Africa
    (2020) Soko, Mumba Martha; Kubeka, Alvina
    Unemployment among youth within the Southern African Development Community (SADC) region is one of the major factors that has contributed to migratory movements. Today many youths are leaving their home countries within the region, in search of employment opportunities in stronger economies like that of South Africa. However, the local unemployment rates hinder their chances of employment. This qualitative study explored the livelihood strategies of unemployed black female migrant youth living in Cape Town, South Africa. The study interviewed twenty unemployed black female migrant youth between the ages of 25 and 34 to understand their experiences and perceptions of a) factors or conditions that forced them to immigrate to Cape Town, b) challenges they encountered in trying to secure employment, and vulnerabilities experienced, and c) the livelihood strategies they employed and available social service support. The findings reveal that unemployed black female migrant youth have immigrated to Cape Town for various reasons including political instability, social influences, poor economic conditions, and social factors such as marriage and poverty in their home countries. When they arrive in Cape Town, they face many obstacles in securing employment because of either their nationality or documentation status. They are also vulnerable due to lack of basic needs, living in overcrowded homes, and being in informal settlements where they build temporary shelters. To overcome the challenges they face, they engage in different livelihood strategies such as accessing free government clinics or hospitals for their healthcare. They are dependent on their spouses for support and engage in part-time employment. Besides, they have had limited information about any government or non-governmental organisations that provide support for unemployed black female migrant youth. The need for well-established social networks for unemployed black female migrants, where they can be received and assisted in integrating into society through legitimate channels, is relevant. There need to be centres that offer free English-language training for migrants who are not conversant in English. Established non-governmental organisations or government agencies need to provide facilities that could assist undocumented immigrants who have prolonged their stay in Cape Town. There is also a need to establish support centres that specifically target unemployed black female immigrants. The South African government should enforce sensitization and educate the public and stakeholders about the legitimacy of asylum-seeker permits issued to immigrants. If implemented in conjunction with policy measures, this could increase black female immigrant youth's ability to secure employment. The enforcement of the development of entrepreneurial skills programmes, which specifically vi target unemployed black female youth migrants in Cape Town, is another potentially beneficial strategy.
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    Recognition of prior learning and identity transformation: Experiences of social work graduates in the Western Cape, South Africa
    (2023) Williams, Fatima; Kubeka, Alvina
    This qualitative study aimed to understand the meaning social work graduates who entered university via Recognition of Prior Learning (RPL) attach to their RPL experience and social work education. The goal was to determine whether participation in RPL and studying social work influences identity transformation at a micro level. The researcher intended to address the lacuna in extant knowledge on RPL which focusses on the macro and pedagogical considerations linked to RPL. She is confident that the study provides new knowledge on the influence of RPL and social work education at a micro level. An Interpretative Phenomenological Analysis (IPA) design was used because of the intention to provide an in-depth understanding of the participants' experiences. The study included two universities offering social work programmes in the Western Cape, South Africa i.e. the University of the Western Cape and the University of Cape Town. Five participants were purposively selected from each institution and all the participants completed their social work education in the last five years. Three interviews, using semi-structured interview schedules, were conducted with each participant. The interviews were described and analysed using an amalgamation of the six steps of IPA data analysis. Transformative Learning Theory and Identity Theories were used as theoretical frameworks for the study because these theories address the macro issues related to higher education and account for the internal shifts that university learners can achieve. The results reveal that enrolling in the RPL programme and studying social work had been a transformative learning experience for the participants. The study further reveals that RPL promoted significant identity transformation for the participants and the results allude to the potential of RPL to be transformative at a micro level. The results further revealed that not only did participating in RPL and studying social work influence the participants' identities, but it also influenced their self-awareness and their behaviour. There were challenges with obtaining the sample and evidently RPL is underutilised in social work programmes in South Africa. The thesis thus includes recommendations for future research in RPL and to universities and social work programmes so that RPL can be strengthened.
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    Social exclusion and mental health challenges: exploring the experiences of mental health challenges among university students from marginalised backgrounds
    (2021) Smit, Natasha; Kubeka, Alvina
    The purpose of this qualitative study was to explore the experiences of mental health challenges among university students from marginalised backgrounds. The intention was to understand the effects of a university student's socio-economic background and circumstances on their mental health, as well as their access to the necessary mental health resources and services. South Africa continues to be plagued by high levels of poverty and inequality. The legacy of Apartheid persists post 1994, and many black South Africans still face financial and social exclusion (Marais, 2013). Poverty and inequality inhibit young people from having the material and non-material resources they need in order to complete university successfully (Rothmann and Van Zyl, 2012). When focusing on students' mental health challenges, we see that the transition from high school to university is a challenging time and without the relevant support structures, it can lead to an individual experiencing high levels of anxiety and other mental health challenges. The main objectives included determining the ways in which a student's financial and social exclusion affect their transition to university, mental health and the way in which they cope with stress. Ward's (2009) definition of social exclusion and Gamble and Brennan's (2005) stress vulnerability model were used as the lens' to examine the links between socio-economic deprivation and their experiences of mental health challenges. Individual in-depth interviews were conducted with 18 students from marginalised backgrounds enrolled at an institute of higher learning. All 18 students were receiving financial assistance in order to cover their university costs. A semi-structured interview schedule was used as the instrument to guide the interviews. This instrument contained open-ended questions and enabled the researcher to gain a detailed picture of a participant's beliefs and experiences. The findings reveal that since inception, NSFAS has played an important part in the transformation of the student population and addressing the inequality in South Africa. However, students from marginalised backgrounds continue to face unique socio-economic challenges at university and require support structures. The findings have also determined that the concept of black tax remains relevant and that the legacy of Apartheid still effects many young black South Africans. This material and non-material related stress renders a student prone to facing mental health challenges and their struggles to cope with their academics. Daily stress combined with previous major life events and predisposed genetics, contribute to mental health challenges. It was also found that although there was still a stigma, most students still sought professional help. Based on the findings of this study, it is recommended that universities need to involve students in finding practical, long-term solutions to the mental health crisis on campuses. It is also recommended that the university environment and staff be inclusive and also reflect the experiences of university students of colour. In addition, it was recommended that the government include higher learning institutes in their national policy regarding mental health in South Africa. The study aims to create further understanding and interest, as well as the need to better address these inequalities which manifest throughout a student's university life.