A sociological exploration of whether culture inhibits comprehensive sexual education in schools: the case of urban schools in Mpika district of Zambia
- Authors: Nyoni, Kaliza
- Date: 2022-10-14
- Subjects: Sex instruction Zambia , Sex instruction Social aspects Zambia , Culture , High school students Attitudes , Sex educators Attitudes , Influence (Psychology) , Language and culture Zambia
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406796 , vital:70308
- Description: This study investigated the impact and influence of culture in the provisioning of comprehensive sexuality education , the case of urban schools of Mpika district of Zambia. The specific objectives were to investigate the frameworks that inform the teaching of CSE in schools, explore ways in which influence of culture on the framework affects the leaners participation in learning CSE, explore the influence of cultural norms, metaphors, and values on that framework, explore whether cultural norms have an impact and influence on teachers and explore whether there is a discrepancy between cultural values and CSE. The methodology which was used in carrying out the research was descriptive research design and purposive sampling was used in which a sample of 21 respondents who are leaners were picked and 5 teachers who teach CSE were chosen. The interview schedule was used to collect data from the sample which was drawn. The data gathered was analysed using concepts and themes as well as observer impression. The findings of this research are that there is a framework that informs the teaching of CSE in schools whose aim is to curb school drop outs by reducing teen pregnancies and high infection rates of STIs and HIV/AIDS. The framework seeks to empower knowledge on the adolescents in relation to gender norms, rights in relationships and sexuality. The major findings of the research are that culture has an influence on the teachers and leaners. Of particular discovery is the use of symbols through charts which display human private parts. This is construed by the teachers and learners to be against their cultural beliefs. Furthermore, language that this subject uses is culturally seen to be too strong and vulgar , to both teachers and leaners. This study found out that open discussion in class of the topic on sexuality does not sit well with the leaners as it is against their cultural orientation. The research also found out that there are lessons in CSE that are beneficial to the learners such as , how to prevent contracting of STIs and HIV/AIDS and prevention of unwanted pregnancies. , Thesis (MA) -- Faculty of Humanities, Sociology, 2022
- Full Text:
- Date Issued: 2022-10-14
Entrepreneurial intention among Rhodes University undergraduate students
- Authors: Bell, Jonathan Andrew
- Date: 2015
- Subjects: Rhodes University -- Undergraduates , Entrepreneurship -- South Africa -- Grahamstown , Social cognitive theory , Intention , Attitude (Psychology) , Influence (Psychology) , South Africa -- Economic conditions -- 1991-
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3267 , http://hdl.handle.net/10962/d1020011
- Description: The entrepreneurial intentions of university students are important factors to consider when developing entrepreneurship offerings at tertiary level institutions. This research study reports on pertinent findings from a study which set out to determine Rhodes university undergraduate students‟ entrepreneurial intentions and their pull and push factors that have brought them to the decision to become entrepreneurs. A survey, using a 43 question structured web-based instrument was used to capture the responses from undergraduate students across different departments at Rhodes University, Grahamstown. Key findings suggest that few undergraduate students intend to enter into an entrepreneurship career immediately after completion of their studies, whereas many of the respondents were more interested in doing so five years after graduation. The vast majority of students were satisfied without having formal entrepreneurial education and factors such as previous employment in entrepreneurial activities, and family influence had a statistical significant relationship with entrepreneurial intention.
- Full Text:
- Date Issued: 2015
The exploration of influence as a leadership competency amongst emerging adult males
- Authors: Munyai, Pfarelo Pardon
- Date: 2015
- Subjects: Leadership , Leadership -- Psychological aspects , Influence (Psychology) , Control (Psychology) , Social media , Executives -- Training of , Executive ability , College students , Young adults , Educational leadership , Executive coaching , Male college students , Leadership -- Study and teaching (Higher) , College student government
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:852 , http://hdl.handle.net/10962/d1017520
- Description: The association between leadership, influence and power is well developed in the literature. However, there is a notable lack of research on youth leadership development, especially as it pertains to their exercise of influence. This paper was borne out of the need to explore how youth - emerging adults’ males in particular - exercise influence as a leadership competency within their voluntary leadership positions. Using semi-structured face-to-face interviews and the Critical Incident Technique (CIT), the research primarily focused on influence tactics and how they were employed. This included assessing the related power bases and principles of influence that were manifest, as well as the learning and development that occurred when reflecting on the outcome of the influence process. Data was analysed using an open coding procedure. Incidents explored in the study were primarily interpersonal in nature. This was reminiscent of lateral influence that characterised the peer to peer contextual environment of the study. The study found that in their influence pursuits, emerging adults followed a rational approach to influence. The distinguishable power bases and their relative importance in application were context dependent (Krause and Kearney, 2006:59-86). In addition, various proactive influence tactics were employed with a leaning towards those perceived as positive, honest and non-manipulative in application, which was congruent with Head Student role expectations and the culture of the organization. The utilization of social media as a communication platform from which various tactics could be launched was a novel and notable finding. Consequently, the results were presented primarily under two themes, exploring how tactics of influence are used face to face and via the social media platform. In addition, the study emphasised the ethical implications of the exercise of influence in both of these platforms and related to this, the challenge of influencing friends or close associates, without undermining leadership integrity. Overall, the various influence incidents presented and their outcomes, evidently shaped leadership development by reinforcing tactics which worked and stimulating continuous reflection and learning, adaptive strategies and the development of new means to deal with resistance and non-compliance. All of these are critical to shaping future influence behaviour. Primary recommendations include the need for a proactive approach to educating youth on leadership and influence through formal programmes, if they were to be empowered with tools to develop and maximize their leadership potential. Equally, practitioners need to be sensitized to the significance of their role as catalysts in nurturing youth leadership development. In addition, the novel use of social media as a leadership influence platform was recognised as significant and as such, a candidate for further research. Beyond the limited scope of this study, other angles worthy of further research include, factoring in elements such as gender, cross-cultural differences and the aspect of voluntary versus incentivised (or paid) leadership positions. The research is presented in an academic paper format, and is structured in three sections. These sections are written up as relatively independent sections, but are complementary in covering the full scope of the research. Section One, which is essentially a paper in a format of an academic journal article, represent the primary section and covers the results of the study, together with discussions and recommendations. This is followed by a literature review (i.e. Section Two), which delves into all the relevant literature explored. Section Three covers the methodology, research design and research procedure pursued. As part of the addendum, a comprehensive summary of the incidents explored is presented. This gives insight into the nature of the various incidents, the influence tactics preferred, power bases and influence principles manifested, together with the outcomes of the incidents. Furthermore, lessons drawn in reflection are noted, which participants viewed as critical, in that they shaped the way they now intend to exercise influence and thereby reflects their personal leadership development.
- Full Text:
- Date Issued: 2015