Browsing by Author "Peters, Simone"

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    "But sex work is good but I don't want to do it": Black men's narrative of selling sex
    (2016) Peters, Simone; Kessi, Shose; Boonzaier, Floretta
    Sex work within the South African context has become a much contested issue; with different perspectives emerging on the topic from various stakeholders. Sex work in South Africa, takes place in a complex context of poverty and lack of jobs, which plays a part in men's entry into the profession. While much research has been done on sex work, it has tended to focus on female sex workers, to the detriment of male sex workers. Male sex workers have been made invisible in the literature on sex work and their experiences are thus not adequately presented. This research however hopes to gain insight into Black men's experiences of sex work in Cape Town. Narrative interviews were used to investigate the experiences of 16 black male sex workers, from SWEAT, a Cape Town based NGO. All the interviews were analysed using a combination of an intersectional and narrative approach, to best understand the complexities and different factors that shape their lived experiences. Through this analysis, many complexities and tensions within male sex workers' experiences were found. Their experiences of entry and exit from sex work have and continue to be shaped by their race, age, socio economic status and gender. As men in this profession, they encounter many challenges and judgement, however being a man has also provided them with advantages not afforded to female sex workers. These findings are then discussed in relation to the existing literature and recommendations for future research and interventions are offered.
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    Mindsets: lived experiences of black actuarial science students
    (2025) Ntombana, Sixolile; Peters, Simone; Zungu, Thomzonke
    This qualitative study employed semi-structured interviews and an intersectionality lens to explore the experiences of six black actuarial science students at the University of Cape Town (UCT). With the underrepresentation of black African students in South Africa's actuarial science exacerbating societal imbalances, the research aims to unveil their experiences and factors shaping these students' mindsets. Mindsets are influenced by parental feedback, socioeconomic status, background, and socialisation, among other factors. At historically white UCT, challenges faced by black African actuarial science students stem from a clash between their diverse mindsets and the prevailing white-oriented academic environment. The study reveals that academic excellence and the desire to uplift families' socioeconomic status motivate students amid challenges tied to socioeconomic factors, language barriers, and disparate educational backgrounds. The mindset analysis reveals that prevalent discouragement, external expectations, and self-doubt rooted in predetermined negative beliefs foster a fixed mindset among these students. Conversely, factors fostering a growth mindset include resilience, determination, and socioeconomic motivations. Positive role models, supportive lecturers, and optimistic career prospects contribute to a growth-oriented perspective, emphasising individual agency, positive influences, and socioeconomic considerations. The findings underscore the urgent need for universities and actuarial science programmes to implement targeted support mechanisms addressing the unique challenges black actuarial science students face. The study advocates for increased racial representation, linguistic inclusivity, and socioeconomic equity within actuarial science, highlighting the importance of fostering a supportive, inclusive learning environment. Furthermore, it urges academic institutions to invest in mental health services to alleviate the emotional toll associated with actuarial science studies.