The assessment of the impact of desegregated schooling on young children, utilizing their drawings

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dc.contributor.advisorVan der Hoorn, Sveaen_ZA
dc.contributor.authorCowley, Brenda Barbaraen_ZA
dc.date.accessioned2016-02-17T07:13:20Z
dc.date.available2016-02-17T07:13:20Z
dc.date.issued1991en_ZA
dc.descriptionBibliography: pages 88-92.en_ZA
dc.description.abstractThis study concerns the assessment of the racial awareness and attitudes (intra- and interpersonal) of a small group of Sub A children in a recently racially desegregated school in Cape Town in 1991. This issue was seen to be of importance in South Africa because of changes within the educational sector whereby many schools were in the process of becoming racially desegregated. A case study design and methodology was used in both the pilot and main studies. Three drawings together with collateral information were obtained from each of the twenty-five children. The measurement instruments used were the Human Figure Drawing (HFD), the Kinetic School Drawing (KSD) and an instrument which was devised by the researcher during the pilot study, namely the Peer Group Drawing. Data analysis involved each drawing being analysed separately according to the analysis systems of Klepsch and Logie (1982), and Koppitz (1968), and further informed by Burns (1982) and Furth (1988). Within subject comparisons were undertaken which resulted in the data being clustered into four groups. The grouped data was then analysed and interpreted in terms of the aim of the study. Findings generally concurred with the literature: the children were found to be racially aware and held definite racial attitudes, and these were related to socio-cognitive and affective development. More than half of the subjects were found to be experiencing difficulties which in some cases could be clearly linked to adjusting to classroom desegregation. A central recommendation was for active mediation by educators and psychologists in the process of transition from desegregation to integration.en_ZA
dc.identifier.apacitationCowley, B. B. (1991). <i>The assessment of the impact of desegregated schooling on young children, utilizing their drawings</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/17077en_ZA
dc.identifier.chicagocitationCowley, Brenda Barbara. <i>"The assessment of the impact of desegregated schooling on young children, utilizing their drawings."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1991. http://hdl.handle.net/11427/17077en_ZA
dc.identifier.citationCowley, B. 1991. The assessment of the impact of desegregated schooling on young children, utilizing their drawings. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Cowley, Brenda Barbara AB - This study concerns the assessment of the racial awareness and attitudes (intra- and interpersonal) of a small group of Sub A children in a recently racially desegregated school in Cape Town in 1991. This issue was seen to be of importance in South Africa because of changes within the educational sector whereby many schools were in the process of becoming racially desegregated. A case study design and methodology was used in both the pilot and main studies. Three drawings together with collateral information were obtained from each of the twenty-five children. The measurement instruments used were the Human Figure Drawing (HFD), the Kinetic School Drawing (KSD) and an instrument which was devised by the researcher during the pilot study, namely the Peer Group Drawing. Data analysis involved each drawing being analysed separately according to the analysis systems of Klepsch and Logie (1982), and Koppitz (1968), and further informed by Burns (1982) and Furth (1988). Within subject comparisons were undertaken which resulted in the data being clustered into four groups. The grouped data was then analysed and interpreted in terms of the aim of the study. Findings generally concurred with the literature: the children were found to be racially aware and held definite racial attitudes, and these were related to socio-cognitive and affective development. More than half of the subjects were found to be experiencing difficulties which in some cases could be clearly linked to adjusting to classroom desegregation. A central recommendation was for active mediation by educators and psychologists in the process of transition from desegregation to integration. DA - 1991 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1991 T1 - The assessment of the impact of desegregated schooling on young children, utilizing their drawings TI - The assessment of the impact of desegregated schooling on young children, utilizing their drawings UR - http://hdl.handle.net/11427/17077 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/17077
dc.identifier.vancouvercitationCowley BB. The assessment of the impact of desegregated schooling on young children, utilizing their drawings. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1991 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/17077en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducational Psychologyen_ZA
dc.subject.otherRace awareness in children - South Africaen_ZA
dc.subject.otherSchool integrationen_ZA
dc.subject.otherDrawing, Psychology ofen_ZA
dc.titleThe assessment of the impact of desegregated schooling on young children, utilizing their drawingsen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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