Week 1: Think Again Denice Think Again Girl!

Whoa! Are my beginning thoughts of expressions.  It is so much to take in at once.

Diversity of People



First I will begin with the diversity of people living in Cape Town.  When people mention Africa the first thing that comes to mind is Black/African's.  Individuals who are my color and darker.  Yes, we discussed this before leaving America however it does not really hit you until you see it for yourself.  The guest speaker who got up to speak about diversity and culture using the 50 shades of gray as an analogy.   As a human race we are all different shades of color however we all come back to one race (Grey) or whatever color that means for individuals.




















One striking moment was when we gazed into the eyes of each other.  This was a powerful teaching exercise because it displayed how we are all apart of each other, one human race.  Which was easily described when we did the race exercise before leaving and how individuals identify with different races.



Next is the pure hustle!


Soooo many people are hustling to make a living for themselves and or families.  It the way of life for many people.  Everything is really fast paced in the city and you have to just keep up.  Before I thought things would be a little slower but it reminds me of the New York.  The area we are currently staying  is very modern and has a huge mall with similar stores in the US.  Something that really strikes is how so many "Whites" people live in this area and are mostly well off.  Yes, I know we read this before leaving but sometimes you will have a set mindset that can't sometimes change before experiencing it for yourself.

Be Safe!!!

I am not sure if during the orientation they were trying to scare the crap out of us.  Or just wanted to leave a lasting impression of how we need to be very cautious.  However one thing did remember is that stuck with me was that because we are American's, that makes us a target because it is like $$$ signs marked on our foreheads.  We were even advised to hand over our belongings in the case of being robed.  The violence of some people living here can be tied into the shocking unemployment rate of 40%(this was a collective number of different parts of South Africa clumped together).  I remember listening to one taxi driver and he mentioned how he moved from Zimbabwe to find work.  He has been living her for about 3 years now and he never has time to really do anything else but work.  Working is basically the way of life for many.    I think to myself will their hard work ever pay off?  What do they get from the satisfaction of working so hard just to keep a roof over their heads and food?  Is that really living out life to your fullest potential?



After attending bible study this morning I realized that yes.  Many people to have faith for more in life and purpose.  If that means to fellowships as one in the presence of God or smile and make someone's day.  Your purpose can be fulfilled each and everyday you are living.  This experience is teaching me to appreciate who I am as an individual and the moments I share with others.

-Denice Carpenter

Week 11: Student co-curricular activity involvment while attending college and how it influences student outcomes

Week 11 Article

Student Engagement in South African Higher Education by:

Matthew Wawrzynski, Asheigh Heck and Christopher Remley

The article discussed the significance that extracurricular activities which they describe a co-curricular experiences has on student expected outcome to do well in school.  This being in part that majority of the time a student attends school is outside of the classroom.

In this article study the authors examined the amount of time devoted to co-curricular actives, student characteristics and perceptions of learning outcomes, and reported barriers to student engagement in post-Apartheid South Africa. Students who were unable to navigate the barriers created by these social conditions were less likely to succeed.

3 sets of social conditions that influenced student success at one South African university

• Student background (socioeconomic class, culture, language)
• The learning environment created by the institution
• Individual student ability to navigate systems in place at the institution.

How non-cognitive skills affect student college outcomes which are:

• positive self-concept
• realistic self-appraisal
• successfully handling the system
• preference for long-term goals
• availability of strong support person
• leadership experience
• community involvement
• knowledge acquired in the field

These non-cognitive skills influence:

• adjustment
• motivation
• perceptions
• student outcomes

A survey was created and questions the focused around 8 non-cognitive skills identified by Sedlacek and questions from three student learning outcomes identified in Learning Reconsidered 2 which are humanitarianism, practical competence, and persistence and academic achievement.

Results:

• These data indicate that students who were involved in co-curricular activities, as opposed to those with no involvement, reported statistically significant higher student outcomes in all areas, except for two (i.e., peer connections and help others).
• High amounts of involvement (25 or more hours a week devoted to cocurricular activities) were likely to have a greater effect on enhancing students' academic work.
• A greater proportion of students living off campus were less likely to be involved in co-curricular activities.  Yet, students who lived on campus were less likely than commuting students to report feeling connected to their institution.
• Students who devoted the most time to co-curricular involvement indicated that their academic and leadership skills were enhanced as a result.
• Students reported that co-curricular involvement enhanced their academic achievement.

This article is useful because within my research study I will be comparing programs established by The University of Texas at Austin (UT) and the Dell Young Leaders Program (DYL) in South Africa.  How programs created to involve students and looking at the outcome of student performance of those students who do participate in the activities created to better enhance their college experiences. 

Week 10: Article related to my service learning project

 

Article: "Class dismissed? Youth resistance and the politics of race and class in South African education"

By: Chetty, Rajendra

Hard Facts:

• Only 11 per cent of black youth and seven per cent of coloured youth in the 18-24-year age bracket are in university, compared to almost 60 per cent of white youth (Higher education in context 2011)

Why is this so?

• Low quality primary and secondary schooling
• The history of black education in South Africa remains one of substantive inequity, maintained through township and rural public schools. Although the South African Schools Act, 1996, removed discriminatory practices with regard to access to schools based on race, the situation in black township schools is by no means one of equity
• Poor quality of mathematics achievement scores of those black students who gain university admission militates against them securing places in the prestigious science medical and engineering programs.  Leaving few options left for the large majority.
• States allowances and scholarships are awarded on the basis of merit and not on factors such as financial need or poverty.  
• Limited black students who are able to secure scholarships, are the privileged ones with good matriculation results form advantages schools where parents are able to afford high fees.

After graduation:

• Even for those who are able to secure a place at university and complete a degree program, the chance of finding employment are limited given the high rate of unemployment among graduates. 

Where can a intellectually ambitious poor student turn?

• Perhaps inspiration and support come from the occasional teacher, perhaps from a chance encounter with ideas.
• What is certain is that in our profoundly anti-intellectual culture, it will not come from schools or the media.

How does this fit into my research with Dell Young Leaders, Michael & Susan Dell Foundation:

 Who are Dell Young Leaders?

• Dell Young Leaders are first-generation South African university students from disadvantaged communities. 

What does the Dell Young Leaders Program offer?

• Each academic year 100 Dell Young Leaders are selected across the University of Cape Town and University of Pretoria. Each Dell Young Leader receives financial support and wrap-around services that help to level the playing field for these first-generation university students.
• Academic training, individualized support to help navigate their way through unique scenarios, on-campus support staff, or Dell Young Leader peer mentors.

Tell Me More!

• Students in the program participate in academic skills development workshops and extended learning classes designed to improve the on-the-job soft skills.

Results

• 100% of Dell Young Leaders are placed in professional jobs once they graduate!
• Graduate are able to help provide for families
• Contribution to South Africa's overall economic development

 

Week 9: Refelction over the top 10 list

 

       While reading through all the links I could not help but to think how their are so many different perspectives of South Africa.  Depending on the interest of that individual is what they will be drawn closer to understanding and gaining knowledge.  This list gave a small portion of the interest that we all have and hope to learn.  Knowing that we can all come together to put our ideas and research findings together gives us an opportunity to be exposed to more in such a short time.  One take away through this process of researching and sharing what we found is that when we put together our thoughts, they become so much more powerful.  I really enjoyed this activity and was supper excited that 2 out of the 3 readings/videos I shared are on the list!

 

 

 

Week 8: My Top 10 Recommendations!!!

Here they are:

1. Larisa Manescu - Used 3 visual representations showing how a picture and describe 1000 words.

2. Maria Mendez post of the PRI story " Here's how South African Students Talk about race and gender" 

3.Nestor Castro - Article post the "Ultimate Bucket List Trip: South Africa"

4. Hashm Shokravi - Article post - "Foreign Businesses Face Backlash in South Africa"

5. Courtney Luke - Article post "Effects of Apartheid on the Status of Women in South Africa"

6.Connie Garza  -  You Tube video - "South Africa's Post Apartheid Generation"

7. Denice Carpenter - Article post "Realizing Women’s Human Rights in South Africa"

8. Joshua Alvarez - Apartheid Timeline

9. Katelyn Jacobson - Article post "Say It Loud, I'm Coloured and I'm Proud"

10. Tiasha Ullah - The Women's struggle Timeline 1905-2006

Week 7: Peer Reflectioin

Katelyn's shared an article titled, "Mixed-race citizens remain uneasy about black rule."  A common theme of how coloured people in South Africa feel that they are unjustly treated by the African National Conference (ANC).  Knowing that the indicator of blackness was judged by sticking a pencil in someone hair and if it slid out the person in question was counted as white.  I pause my thoughts for a moment and think how at one time coloured and blacks fought together to get what was rightfully theirs.  It was also shocking to me to notice how coloured people in South Africa are considered as the lower class of people.  This made me think what bracket of people I would be listed under if I was living in South Africa.

          I was also privileged to view Larisa's blog post and she used visuals as educational tools.  Pictures can be so powerful and also different meanings when viewed. I agreed with Liarisa when she talks about the significance of the massacre was massive.  How it brought people together to fight the unjust acts.  Sometimes it is the sacrifice of other people in order to change the course of life for the next generation.

          Courtney provided information on the disadvantaged treatment of African women in the 1956.  The internet post for 1956 Women's March provided a short video, summary and image about the struggle African women had to overcome in order to receive equal treatment.  Again it amazes me how when people join together like on August 9th the article stated that, "over 20,000 women, representing all racial backgrounds, came from all over South Africa to march on the Union Buildings, where they stood in silent protest for 30 minutes while petitions with 100,000 signatures were delivered to the Prime Minister’s office."  Sometimes it take the courage of someone else beside you to help push you to demand for the changes you want to see in society.  This has taught me about the power in number and how a voice can be amplified through many.

Week 6: Research Discoveries

My topic discovery for this week is

Education in South Africa - link: http://www.freedomtolearn.co.za/education-today

Gangs, Race and Poverty - link: https://www.youtube.com/watch?v=HoMl_G6rL9k

South African Women Power - link: http://www.fletcherforum.org/2013/06/10/tunney/

After viewing the YouTube video, "Cape Town: Gangs, Race and Poverty 20 years after Apartheid."  I began to understand more what it means to be coloured and their point of view of post-apartheid.  They have a demographic break down of Whites, Black African, Coloured, Indian/Asian and other.  In this video the coloured South African feel that they are being ANC is the favored party of Black Africans meaning the coloured are left behind after Apartheid.  Such as advertisements for jobs will state you must speak Xhosa meaning a Black person will probably get the job.  People also now fear gangsters versus as before it was the government they feared.  People felt that they were safer even though gangsters were existent, they still felt safer. 

In the article, Education Today,  it states that, "According to a survey conducted by The Guardian, of the 1 million students that enrolled in the year 2000, 50% dropped out during their schooling career, and only a quarter passed their matric exams."  Schools are closing down due to lack of funding and not all students are receiving the same quality education.   If students are unable to attend public school the chances of them going to a university is very slim due to lack of funding and exposure of adequate education.   The Lost Generation is also discussed as those student right after Apartheid who did not attend school because of lack of funds to support them attending school such as no transportation or food.  This would lead some of these individuals of engaging in dangerous behaviors and violence.  What is a nation to do with an entire uneducated generation of people?

Improving the rights of women in South Africa started with African National Congress (ANC) establishing a quota requiring 33% of its representatives as women.  Also passing legislation the prohibited domestic violence, rape, and sexual harassment.  However women continue to struggle and can be coined in 4 main factors that prevent women from realizing their rights in South Africa.  

1. The unwillingness of men to adapt to changing gender roles
2. The perceived incompatibility between cultural preservation and human rights  
3. Poor urban planning coupled with the economic vulnerability of women
4. The police and courts' inadequate implementation of legislation

Starting with gender roles in the article it describes a husband forcing his wife to give up her sewing business due to him not feeling it was right to accept wages from a women.

Women now feel they are having to choose between preserving culture and promoting human rights.  Men have described women rights as going against once acceptable treatment, however now men can be arrested for. 

Housing developments emerged in townships but were poorly constructed and unsafe for women and children. The restrooms were sometimes located outside which was dangerous for a women to go to at night and they often lacked secure doors or windows. 

Lastly the criminal justice system do not always follow through with their responsibilities for protecting the rights of women.  One individual described her attempt to call the police due to domestic violence and they would take hours or may not even show up.

These events show that it is a lot to be done and that the change in the laws will not stand alone.  There is a need for men to become more accepting of new laws established and safety planning for women who live in these townships.