"At risk" youths' perception of schooling : a case study in Kathorus

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dc.contributor.advisor Prof. E. Henning en_US
dc.contributor.author Malaka, Mankaki Maria
dc.date.accessioned 2012-09-12T09:40:30Z
dc.date.available 2012-09-12T09:40:30Z
dc.date.issued 2012-09-12
dc.date.submitted 1998
dc.identifier.uri http://hdl.handle.net/10210/7622
dc.description M.Ed. en_US
dc.description.abstract This study investigated 'at risk' youths' perceptions towards schooling. It focussed on grade eight in three secondary schools namely, Katlehong, Landulwazi and Ilinge in the Kathorus area, which is situated on the East Rand in the Gauteng province. The motivation for conducting research is the 'drop out' rate of students at the junior secondary phase. Inherent in the research problem is the claim: Probably the 'at risk' youths' perceptions towards schooling may impede their learning. Through condensing, organising, categorising, conceptualising and coding data, which represented voices of the participants, common properties of data surfaced. For example, the culture of teachers' absconding was expressed in all the schools during observation and interviews. Students were also reported to 'bunk' periods, emulating teachers and spending time smoking in the toilets or sunbathing outside the classrooms. Most students were reported not to be doing homework tasks and not compiling notes after lesson periods. Teachers were said to be ridiculing such students by insulting them, cursing them or teasing them about their natural deformities instead of providing reprimand, guidance, advice or motivation. Such behaviour manifested the concept of lack of sense of duty, lack of discipline and demotivation amongst others. This state of affairs is a fertile ground for ineffective teaching and learning, which manifests affective neglect and non-acceptance in the light of the 'at risk' perspective. The status quo evokes a feeling of alienation in youths, which results in `anomie' and their dropping out of school. Empowerment of individuals and the community means involving them in the decisionmaking activities and in the formulation of policies. To build acceptance, trust and a sense of belonging in students, they should be involved, for example, in the formulation of school rules and policy, planning sporting activities, itinerary and thus instilling ownership of such activities. It is only by empowering youths through participative involvement that one can become what one can become potentially. In this way the 'at risk' will not feel dissociated and rejected. en_US
dc.language.iso en en_US
dc.subject Education, Secondary - South Africa - Gauteng. en_US
dc.subject High school students - Gauteng - Attitudes. en_US
dc.subject High school dropouts - South Africa. en_US
dc.subject Underachievers - South Africa - Psychological aspects. en_US
dc.subject Education, Urban - South Africa. en_US
dc.title "At risk" youths' perception of schooling : a case study in Kathorus en_US
dc.type Mini-Dissertation en_US

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