Peer aggression by secondary school learners in a South African school setting: effects of race, ethnicity and gender
Online Access
http://hdl.handle.net/10394/11441Abstract
This study reports the experience of aggression by secondary school learners attending a South African school. There were 14 participants ranging in age from 16 to 19 years (Gender: 6 young women and 8 young men; Ethnicity: 7 Black; 3 Coloured; 2 Indian and 2 White). Data were collected using open ended interviews and analysed using Tesch’s (1990) thematic panning method. The findings suggest these learners have little understanding or appreciation of diversity in their multicultural schools. Consequently, they experience negative interpersonal relationships with peers and teachers. The accompanying aggression they experience and display has racial and gender overtones that are shaped by the violence in their communities.http://dx.doi.org/10.1080/14330237.2012.10820546
http://www.tandfonline.com.nwulib.nwu.ac.za/doi/pdf/10.1080/14330237.2012.10820546
Date
2014-09-23Type
ArticleIdentifier
oai:dspace.nwu.ac.za:10394/11441Botha, J. et al. 2012. Peer aggression by secondary school learners in a South African school setting: effects of race, ethnicity and gender. Journal of psychology in Africa, 22(3):409-414. [http://www.tandfonline.com/loi/rpia20#.VB_0wBbAHlU]
1433-0237
1815-5626
http://hdl.handle.net/10394/11441