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Browsing by Author "Lamula, Sihle Pretty."

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    An analysis of the media as a key socialising agent for gender and gender stereotypes.
    (2023) Zungu, Sindisiwe.; Lamula, Sihle Pretty.
    This study examines how the media influences gender identities among university students by studying harmful gender stereotypes toxic masculinities and femininities. Qualitative data were gathered through detailed interviews with students aged 18–26 at the University of KwaZulu-Natal, Howard College campus, using snowball and purposive sampling. The thematic content analysis involved coding the interview transcripts, identifying recurring themes, and analysing patterns in the data. The study revealed that the media significantly influences how students view themselves and others. Men are frequently shown in powerful roles, while women are often portrayed in submissive roles. This reinforces harmful gender stereotypes and unequal power dynamics. Participants observed that societal norms restrict women from independence and limit men from self-expression. These observations reflect entrenched, harmful gender norms. Moreover, male power dynamics and societal structures frequently contribute to gender disparities and reinforce damaging gender stereotypes. Students encounter challenging stereotypes regarding women, which persist through the depiction of beauty norms and traditional gender roles. Furthermore, the media portrays hegemonic masculinity, which refers to the dominant form of masculinity that idealises traits like aggression and control. This perpetuates restrictive and harmful ideas of true masculinity. To promote gender equality, the media should prioritise equality in content, policy, and practice. To combat gender-based violence, address public health issues, and promote positive and constructive gender practices, it is critical to address gender stereotypes in the media. The media exerts a significant influence on societal norms and values. Therefore, it is essential to coordinate efforts to foster a deeper understanding of harmful forms of masculinity and femininity, while also promoting positive gender practices. Gender-based violence and problems with public health will only get worse if harmful gender stereotypes in the media are not addressed. Future research should explore the impact of the media on gender identities across different cultures and promote positive representations of gender. Gender socialisation significantly shapes an individual’s views on gender roles, beliefs, cultural norms, and societal expectations. This underscores the critical importance of implementing education programmes that integrate gender equality education into curricula and community initiatives that establish safe spaces for open dialogue, challenging traditional societal gender norms.
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    Students’ understanding, perceptions and experience of plagiarism : a case study of the University of KwaZulu-Natal Pietermaritzburg campus.
    (2017) Lamula, Sihle Pretty.; Rama, Sharmla.
    Plagiarism is a complex and multi-dimensional concept sometimes lacking a universal definition. Universities are socially situated and as such should ensure that they construct their policies in a way that is representative of their students’ history and biography. The institutional policies must therefore be aligned with the country’s copyright laws and accommodate societal and students’ milieus. This study aims to examine students’ pre-university experiences, their socio-cultural and socio-economic background and how these impact on their understanding, perception and experiences of plagiarism. Qualitative research methods underpinned by interpretivist paradigms were utilised to provide insight into the social phenomena under study. In-depth semi-structured face-to-face interviews were employed as they are compatible with an explorative and descriptive research purpose. Data was collected from 23 students from the University of KwaZulu-Natal’s Pietermaritzburg Campus in the College of the Humanities particularly in the School of Social Sciences. A key selection criterion was level/ year of study, and 12 first year and 11 postgraduate honours students participated. This enabled for comparisons in terms of academic practices and perception, understanding and experiences of plagiarism. Purposive and snowball sampling techniques were used to locate the sample, and as such the findings are not generalisable. The findings show the ways in which students experience, perceive and understand plagiarism are dependent on their academic, social and economic background, peer and adult (teacher/ lecturer) interactions and global, institutional or technological contexts. These produce diverse and varied understandings, perceptions, and attitudes towards plagiarism. While, some students heard about plagiarism at school, there were no in-depth discussions. It was only in their first year at university that most participants were introduced to this and grappled to understand referencing norms for written assignments. Postgraduate students showed a better understanding of what plagiarism is, how to address this and why is it an important academic norm. The findings suggest that academic institutions need to implement a range of cohesive and complimentary strategies to address plagiarism that may entail greater institutional visibility and persistent guidance and interaction between academic staff and students, particularly at undergraduate levels.