An exploration of the coping strategies of black minority high school learners at a German speaking school environment and the support structures available to them

Simple item page
dc.contributor.advisorO'Brien, Connieen_ZA
dc.contributor.authorSearle, Catherine Anneen_ZA
dc.date.accessioned2014-10-06T11:15:41Z
dc.date.available2014-10-06T11:15:41Z
dc.date.issued2006en_ZA
dc.descriptionIncludes bibliographical references (leaves 82-86).en_ZA
dc.description.abstractIn 1991, white schools across South Africa began opening their doors to children of all race groups. This marked a move from an education system of social exclusion and racial division towards one which celebrates inclusion and cultural diversity. It also brought with it many challenges. White school communities had to accommodate black learners for the first time and these learners had to learn to adapt and cope with a new school environment in which they were a minority. This study sought to explore the experiences of black minority high school learners ata private, German speaking school in Cape Town. It set out to examine the ways in which they cope with integrating into a white majority school environment and the support structures which are available to them. Data was collected using pre-focus group and focus group interviews. Qualitative data analysis methods were used drawing on Tesch's eight step model, (in De Vos, 1998:343). A framework for analysis was developed in which four main themes related to stress and coping emerged. These included: relationships at school, school work, other demands of theschool system and support structures. This thematic analysis revealed that integrating into this white majority school environment is stressful for black minority learners. It also revealed that these learners make use of a wide range of coping strategies in order to deal with this stress. These include problem-focused coping strategies, where learners do something active to alleviate their stress and emotion-focused coping strategies, where they attempt to manage the emotional consequences of the stressful event. Findings also revealed that a number of support structures exist within the school and home environment of the learners. Support needs were also identified and explored and recommendations were made which included some practical recommendations for ongoing intervention and support for these learners in the futureen_ZA
dc.identifier.apacitationSearle, C. A. (2006). <i>An exploration of the coping strategies of black minority high school learners at a German speaking school environment and the support structures available to them</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Department of Social Development. Retrieved from http://hdl.handle.net/11427/8107en_ZA
dc.identifier.chicagocitationSearle, Catherine Anne. <i>"An exploration of the coping strategies of black minority high school learners at a German speaking school environment and the support structures available to them."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Department of Social Development, 2006. http://hdl.handle.net/11427/8107en_ZA
dc.identifier.citationSearle, C. 2006. An exploration of the coping strategies of black minority high school learners at a German speaking school environment and the support structures available to them. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Searle, Catherine Anne AB - In 1991, white schools across South Africa began opening their doors to children of all race groups. This marked a move from an education system of social exclusion and racial division towards one which celebrates inclusion and cultural diversity. It also brought with it many challenges. White school communities had to accommodate black learners for the first time and these learners had to learn to adapt and cope with a new school environment in which they were a minority. This study sought to explore the experiences of black minority high school learners ata private, German speaking school in Cape Town. It set out to examine the ways in which they cope with integrating into a white majority school environment and the support structures which are available to them. Data was collected using pre-focus group and focus group interviews. Qualitative data analysis methods were used drawing on Tesch's eight step model, (in De Vos, 1998:343). A framework for analysis was developed in which four main themes related to stress and coping emerged. These included: relationships at school, school work, other demands of theschool system and support structures. This thematic analysis revealed that integrating into this white majority school environment is stressful for black minority learners. It also revealed that these learners make use of a wide range of coping strategies in order to deal with this stress. These include problem-focused coping strategies, where learners do something active to alleviate their stress and emotion-focused coping strategies, where they attempt to manage the emotional consequences of the stressful event. Findings also revealed that a number of support structures exist within the school and home environment of the learners. Support needs were also identified and explored and recommendations were made which included some practical recommendations for ongoing intervention and support for these learners in the future DA - 2006 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2006 T1 - An exploration of the coping strategies of black minority high school learners at a German speaking school environment and the support structures available to them TI - An exploration of the coping strategies of black minority high school learners at a German speaking school environment and the support structures available to them UR - http://hdl.handle.net/11427/8107 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8107
dc.identifier.vancouvercitationSearle CA. An exploration of the coping strategies of black minority high school learners at a German speaking school environment and the support structures available to them. [Thesis]. University of Cape Town ,Faculty of Humanities ,Department of Social Development, 2006 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/8107en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Social Developmenten_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherSocial Developmenten_ZA
dc.titleAn exploration of the coping strategies of black minority high school learners at a German speaking school environment and the support structures available to themen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMAen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
thesis_hum_2006_searle_ca (1).pdf
Size:
4.01 MB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Masters