Browsing by Author "Malinga, Mandisa"

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    An Exploratory Study on the Experiences of Emerging Academics at the University of Cape Town (UCT)
    (2021) Odiase, Osareme Nathan; Kessi, Shose; Malinga, Mandisa
    The quest for institutional transformation has created a need to continually challenge traditional notions of what an academic is and should be. While several studies have explored academics' experiences to engender transformation systems, few studies have focused strictly on emerging academics (permanently working scholars within the first five years of academic careers). These early-career academics are faced with the challenge of adapting to the institutional culture and meeting disciplinary standards of performance. Their novelty in the system makes them more vulnerable to the effect of these challenges. This study aimed to identify how they navigate these challenges, what defines them as academics, what impacts their academic freedoms, how they challenge disciplinary standards of performance, and the extent to which institutional culture affects their experiences. Through a purposive and snowball sampling strategy, 20 academics were selected from the University of Cape Town (UCT) to study. They were interviewed using a semi-structured approach and were asked openended questions with an interview guide. Thematic analysis was used to analyze the interview data as it utilized an ideographic approach in providing insights into the participants' lived experiences. This methodological approach also helped prioritize how the study is carried out and explore participants' meaning-making processes. The participants perceived being an academic as an opportunity for subjective self-expression and a character-building process. They conceded that being an academic required genuine intellectual curiosity and a platform to engender innovation. The study also uncovered the effects of UCT's institutional and transformative plan on assimilating into the academic space. Academics perceived the performance appraising structure as too prescriptive and affirmed their desire to harness their positions to build strong interpersonal relations with students. The study recommends a more comprehensive and longitudinal approach to studying academic experiences focusing on the psycho-social factors influencing these experiences. The research further suggests a streamlined and faculty-based approach to further strengthening educational support systems at UCT.
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    Before, behind, and beyond bars: motherhood among previously incarcerated women in the Western Cape
    (2025) Briscoe, Rebecca Fullerton; Spedding, Maxine; Malinga, Mandisa
    In South Africa, women are a minority of the prison population, but their numbers have significantly increased since 2000, with many being mothers. Despite this rise, the experiences of incarcerated women are under-researched and misrepresented, limiting the knowledge and understanding of these women's narratives of their incarceration and the situations that landed them there. Using an intersectional feminist framework and semi-structured interviews, this study explored how 18 incarcerated mothers in the Western Cape conceptualise and experience motherhood before, during, and after incarceration. The findings of this paper, focus on women, especially mothers, who have been incarcerated, the circumstances which led them to be imprisoned, their family dynamics and their hopes and expectations for their release. Also highlighting the negative impact of South Africa's unequal socio-economic landscape on mothering practices and the increase in criminal behaviour. By challenging patriarchal ideologies and focusing on the voices of participants, this research aims to inform policy and practice makers on how to better support previously incarcerated mothers by revising or creating new frameworks or policies, which will contribute to opening broader discussions on South African mothers who offend. In-prison programmes should be implemented for incarcerated mothers and their families to assist them with supporting one another by focusing on family involvement and support. These programmes should aim to help families cope with having a loved one incarcerated but also to assist in how best to reintegrate the imprisoned woman back into society and back into the family dynamic.
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    Construction of sexualities and sexual identities among young Ndebele women
    (2023) Nkabinde, Simphiwe; Malinga, Mandisa
    South Africa has a diversity of cultures and cultural practices that influence women's sexualities. However, we do not have sufficient knowledge about how these social and cultural practices shape the constructions of female sexualities and sexual identities within this particular context. Instead, female sexualities were predominantly studied from the western bio-medical paradigm which resulted in pathologised and erroneously prejudicial understandings of African female sexualities as barbaric, risky and sexually victimized. This study sought to explore how young Ndebele women understand their own sexualities. Furthermore, it examined the ways in which socio-cultural factors influence young women's understanding of their sexualities and the role that cultural practices play in how young women make sense of their sexual lives and identities. Six focus group interviews were conducted with forty-one IsiNdebele speaking young women between the ages of fifteen and twenty-four, who resided in different townships and rural villages of former KwaNdebele. Through thematic analysis, the study revealed that the sexual socialization of the girl child by the family unit and schooling system impacts young women's understandings of their bodies and disregards their agency and autonomy to make decisions about their sexual lives. The study found that the isiNdebele female initiation process known as ukuthomba plays a significant role in shaping young women's understanding of their own sexualities. One of the core principles of ukuthomba were to emancipate young women and empower them to be confident, argentic beings in their sexuality and sexual relationships however, societal norms and expectations of what female sexuality ought to look like often contradicted that notion. This study further found that young women sought out sexual relationships with skewed power dynamics because of status and material gain, however this took away their power. Overall, the conflict between indigenous and modern knowledge systems challenged some of the young women when they had to make decisions regarding sexual debut, condom use, child birth, initiating sex or even exercising agency in their sexuality and sexual relationships.
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    Fatherlessness among young black South African men
    (2022) Mbobo, Siyabonga; Malinga, Mandisa
    Scholars confirm that a huge proportion of black South African men are not participating in their children's upbringing, as a result, children face various challenges that impede their wellbeing. This study is of the view that there is still a need for further investigations to explore the effects of fatherlessness on children's wellbeing and to gain new perspectives on father absence within the context of black societies in South Africa. With that in mind, this study aimed to explore the impact of fatherlessness on the psychosocial wellbeing of young black South African men. The objectives of this study included investigating the following: (1) young men's experiences of growing up without their biological fathers; (2) the psychosocial effects of growing up without a biological father on young black men; (3) the ways in which fatherlessness shapes the development of a gendered (masculine) identity among young black men; and (4) to understand the ways in which fatherlessness shapes young men's participation in cultural practices that facilitate their transition to manhood (e.g. ulwaluko). A qualitative approach research approach was adopted for this study. Semi-structured interviews (face to face) were used for data collection, and both purposive sampling and snowball sampling methods were used to recruit participants for this study. The interviews were conducted with twenty-four (24) young black men (participants) who shared their experiences of growing up without the presence of their biological fathers. These participants resided in Langa township (Western Cape). The interviews were conducted during the third wave of Covid-19, so all the protocols to safeguard the spread of Covid-19 were observed. The data was analysed using thematic analysis. It further drew on the psychosocial developmental theory by Erik Erickson (1963) as a lens through which it reflects on young men's developmental processes and the ways in which such development is shaped by the absence of biological fathers. The findings suggest that many of the participants' conceptions of the roles of fathers were in line with the traditional views of fathers as financial providers, protectors, and disciplinarians. The results of this study also gave insight into challenges faced by young black men who grew up without their biological fathers. These challenges were related to their cultural identity, which then affected their capacity to build intimate relationships, affected them when they were undergoing ulwaluko, and affected their constructions of masculinity. Fatherlessness was also shown to have a negative impact on the education and psychosocial wellbeing of the young black men in the study.
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    Perceptions and experiences of fathering among Black men who share residence with their children
    (2021) Mazibuko, Sizakele; Malinga, Mandisa
    The vast majority of fatherhood studies in South Africa have generally focused on absent, non-resident and unmarried fathers. Therefore, there has been a lack of studies that specifically investigate fathering perceptions and experiences, particularly among Black African men who are present in their children's lives and share residence with them. This study sought answers on how Black co-resident men perceive and experience fatherhood, through uncovering the fathers' understanding of their children's primary needs and factors that influence their parenting practices. Understanding their involvement included exploring their responsibilities, depth of their engagement, as well as the frequency of accessibility to their children. This study used a qualitative design, and specifically the exploratory approach, through face-to-face semi-structured interviews to understand the ways in which men who share residence with their children make sense of fatherhood. The interviews were conducted with twelve (12) Black fathers, sharing residence with their partners and young children aged zero to seventeen (17) years in Cape Town. Probing questions were asked to identify the meaning and unique understanding of their parenting practices, as well as their perceptions about their children's primary needs. Lamb et al.'s (1985) fathering involvement theoretical framework was used to further identify how the participants characterise responsibility, engagement and accessibility in their involvement with their children. The findings of this study suggested that resident fathers are generally involved in their children's lives right from conception. However, their level of involvement was different based on their cultural, socio-economic, and social experiences. Most fathers in this study still struggled to adjust their behaviour around child-care activities, such as changing nappies. Furthermore, they still considered child-care activities as something that was the responsibility of the mother, and when they got involved, they regarded that as helping the mother. Finally, this study confirmed that co-resident fathers are involved, and willing to participate, but often chose the activities they preferred, such as playing with or entertaining their children rather than actual child-caring roles.
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    Precarious Employment and Fathering Among Men in Higher Education Institutions
    (2021) Modubi, Ngoakwana Nkakga; Malinga, Mandisa
    There has been an increase in literature involving female academic staff on precarious employment contracts and how they balance their work and family lives. However, research involving male academic staff on insecure contracts with children is limited, particularly within the South African context. My thesis addressed this gap by exploring how precariously employed men in higher education institutions in Cape Town understand the concepts of fatherhood, their own practices of fathering, and what influence their employment has on their involvement with their children. Given that precarious employment in higher education institutions is a salient problem in South Africa, this study investigated the ways in which such employment conditions in higher education shape fathering practices. This study was informed by a broader study, which aimed to understand (a) how men in precarious employment in the formal and informal employment sectors define fatherhood, (b) what practices they associate with fathering, and (c) how, if at all, their employment conditions shape their fathering practices. I conducted a qualitative research study using purposive and snowball sampling methods to procure a sample of seven men aged 34 to 57 years old. Data was collected through individual, semi-structured interviews. I used Interpretive Phenomenological Analysis to understand the fathers' experiences. Findings from the study show that fatherhood is constructed through the participants' ability to provide for their families and be responsible role models to their children. Having a good relationship with their children is important for the men, and they establish these relationships by spending time with their children. The findings also show that participants perceived HEIs as exploitative, relying on PhD students who are in the process of establishing their academic careers for teaching purposes. The income received by the men on these non-permanent contracts is not sufficient for them to provide for themselves and their families, and they therefore work multiple jobs so that they can receive a better income. The fathers' experiences also show that precarious employment conditions in higher education institutions enable some fathers to be involved in their children's care due to flexibility in their working hours. However, for some of the men, father and child co-residence was prohibited by migration, resulting in reduced contact with their children.
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    Unsuccessful Xhosa Male Customary Initiation: The Perceptions of Traditionally Circumcised Xhosa Men
    (2024) Mcata, Mantanzi; Malinga, Mandisa
    Customary male initiation is a significant rite of passage among the Xhosa people of Southern Africa. It comprises of the surgical removal of the prepuce and other customary practices intended to transition boys into manhood. Though a valued practice among AmaXhosa, various negligent practices in contemporary initiation schools have resulted in high initiate mortality rates and botched circumcisions, resulting in negative perceptions regarding the practice of ulwaluko. Although little research has been conducted on how people perceive this ordeal, botched circumcision processes are viewed taboo and punishable by Xhosa people, and carry with it negative consequences for the young men whose lives are affected. This study investigated the perceptions and stigmas associated with Xhosa men who failed to complete the initiation process as a result of health concerns or botched processes, from the perspective of men who successfully completed the process. Furthermore, it explored the perceived implications and dangers of the stigmas perpetuated. A qualitative research methodology, employing a phenomenology research design, was used in the study. Twelve Xhosa men who completed customary male initiation in accordance with traditional prescripts were recruited using a purposive sampling method. Semi-structured interviews were conducted telephonically and in-person with the participants, and the data was analysed using an inductive thematic approach. The findings suggest that Xhosa men who fail to successfully complete initiation do not uphold hegemonic cultural standards of Xhosa masculinity. These men are subjected to several demeaning practices, such as being called derogatory names and being barred from significant sociocultural spaces. Given this, it is perceived that these men are challenged with a variety of psychological issues including suicidal ideation, low life satisfaction, low self-esteem, trauma, and weakened sense of pride and dignity. The study shed light on the negative perceptions and poor treatment that Xhosa men who fail to complete initiation are subjected to. Although it was acknowledged by the participants that there are several factors that lead to the failure of initiation, including those that were deemed acceptable, failing initiation was frowned upon and was thought to bring shame to a man's family and generations to come. These men were perceived as inferior, incapable of overcoming adversities in their lives, and lacking confidence and leadership skills. The findings of this study have provided insight in an understudied area of Xhosa male initiation which pertains to the social and psychological implications of failing the custom. Keywords: ulwaluko, masculinity, stigma, perception, Xhosa men, customary male initiation
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    Women in senior leadership positions: higher education in eSwatini
    (2025) Dlamini, Annette; Malinga, Mandisa
    In recent years, there have been numerous changes in higher education institutions (HEI) in eSwatini. These changes include an increase in the number of women appointed to senior leadership positions. However, research indicates that despite the increase in the number of women who are senior leaders in HEIs, women still face certain barriers to not only their advancement, but also to fulfilling their roles as leaders of academic institutions. In order to understand the experiences of women in senior leadership positions in eSwatini's HEIs, this study adopted a qualitative research approach, using semi-structured face-to-face interviews as a way to document women's experiences. The data was analysed using Braun and Clarke's (2006) thematic analysis, which aligns with the intersectional feminist lens that informed the researcher's reading of the data. Findings suggest that a patriarchal culture dominates eSwatini, and that women's experiences in the workplace are determined by patriarchal norms. As a result, women's promotion to more senior roles have happened at a slower pace, and when they are promoted, women experience several barriers. These barriers include: a lack of institutional support, particularly in the form of mentorship programs and funding; lack of family support; and gender- and age-related stereotypes. The study also found that participants consider themselves to be more effective leaders than men because of qualities like emotional intelligence, introspective abilities, and empathy. This study highlights the importance of supporting women in senior leadership positions in HEIs, who are often the ones who take on the role of mentoring younger scholars, sharing the skills they have acquired. The goal of this study is to inform the implementation of institutional policies and programmes aimed at supporting women advance to senior leadership positions, and offer the support they need to successfully navigate their positions once promoted. Most importantly, there needs to be a change in the patriarchal institutional cultures that make it hard for women to lead effectively.