Promoting Social Change Amongst Students in Higher Education: A Reflection on the Listen, Live and Learn Senior Student Housing Initiative at Stellenbosch University

Autor/inn/en	Dunn-Coetzee, Munita; Fourie-Malherbe, Magda
Titel	Promoting Social Change Amongst Students in Higher Education: A Reflection on the Listen, Live and Learn Senior Student Housing Initiative at Stellenbosch University
Quelle	In: Journal of Student Affairs in Africa, 5 (2017) 1, S.63-75 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2307-6267
Schlagwörter	Social Change; Higher Education; Online Surveys; Student Surveys; Student Attitudes; Focus Groups; Interviews; Qualitative Research; Racial Segregation; Foreign Countries; Whites; Institutional Characteristics; Living Learning Centers; Dormitories; Program Descriptions; Statistical Analysis; Stereotypes; Racial Bias; Racial Relations; Change Agents; Student Diversity; South Africa + Suchen Sie Ihr Suchwort? Sozialer Wandel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerbefragung; Schülerverhalten; Interviewing; Interviewtechnik; Qualitative Forschung; Rassentrennung; Ausland; White; Weißer; Student housing; Studentenwohnheim; Statistische Analyse; Klischee; Racial discrimination; Rassismus; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Twenty-two years after apartheid South African higher education is still struggling with challenges around access, success and transformation. Stellenbosch University (SU), as a historically white university, is striving to become significantly better and different in terms of relevance and active role-playing. SU wants to prepare students to become South African citizens who bring about and enable positive change in society. The Listen, Live and Learn (LLL) initiative at SU is a senior student housing programme with the aim of providing experiential opportunities for students to make contact with "the other". By being in closer, more regular contact with "the other", students' stereotypes, biases and discriminatory attitudes should start changing for the better. This article focuses on the evaluation of one of the proposed outcomes of the LLL programme--increased levels of interaction among students in a LLL house lead to reduced stereotyping and diminished bias. A quantitative investigation by means of an electronic survey was conducted. The second phase of the research was of a qualitative nature and consisted of focus group interviews. The conclusion can be made that LLL participants are a self-selecting group and that students who tend to apply for the LLL programme probably already have low levels of prejudice, bias and stereotyping. For the programme to effect social change, it needs to be considerably expanded in order to include more students who may not necessarily share the "open-mindedness" of this cohort. (As Provided).
Anmerkungen	University of Stellenbosch. 15A Bosman Street, Private Bag X1, Matieland ZA-7602, South Africa. Tel: +27-833505959e-mail: jsaa_editor@outlook.com; Web site: http://www.jsaa.ac.za/index.php/jsaa/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01