This study focuses on the impact of race, and its intersection with gender, in influencing and/or preventing the development of disordered body image. Specifically, Black samples are examined to see the role that racial identity plays in the process of developing such attitudes. Using qualitative data analysis methods rooted in grounded theory, the study finds that race is intrinsically linked to the notion of self-esteem, non-internalization, and maternal support, and that in turn these factors serve to prevent the African American sample from the development of body image dissatisfaction.
The aim of this paper is to explore how the brain processes information, and which factors affect the information processing ability of learners in the classroom. From the hierarchical linear modelling (HLM) analysis, it is evident that the independent variables age, home language, language of learning and teaching (LOLT), and average class size affect the information processing ability of learners in the classroom. The process by which the brain acquires, use, and think about knowledge is known as cognition. Cognition are those intellectual or perceptual processes occurring within us that the typical individual would describe as thinking, rational processing, or the mind. Through learning, an individual’s cognition develops long-term changes in mental representations or associations because of environmental learning and experiences. A quantitative design was followed to gather data from Grade 11 learners by means of a questionnaire. The results revealed that information processing ability of learners as a dependent variable was significantly influenced by the following independent variables: age, home language, language of learning and teaching, and average class size. Recommendations to teachers on how to facilitate efficient information processing are made, which could result in meaningful learning and understanding by the learners. It is hoped by the researchers that, employing these tactics, will render valid results that are consistent with the need to enhance learners’ depth and breadth of processing information, and thereby become sophisticated and complex producers of knowledge.
This article discusses the role of school management teams in the education of learners from disadvantaged socioeconomic background. The school management team is regarded as crucial body within the school fraternity in supporting learners from disadvantaged socioeconomic background. The school management teams are required to provide educational support to the teachers and these learners to improve performance in the classroom. The study was grounded in the interpretive research paradigm which was deeply rooted in a qualitative research approach. Purposive sampling was used to select twelve participants, comprising one school principal, one school management team member, one school governing body chairperson, four educators and five learners. Semi-structured telephonic interviews were conducted with all participants. Interviews were conducted to establish from these stakeholders how school management team members support the teaching and learning of learners from poor households. Data were analysed using the thematic approach. The results revealed that the socioeconomic circumstances of the learners' home environment, the learning environment at school, lack of parental support, and low teacher expectations impacted learners' academic achievement. A solid relationship between all the people engaged in a learner's academic life was greatly influenced by the learner's family background, although some parents were still not entirely supportive of their children's education. It was also demonstrated that there was continued need for attention to socioeconomic problems in schools which were predominately occupied by black learners form poor households. Moreover, good academic achievement was a result of learners' motivation and stakeholders' dedication to the learners from disadvantaged socioeconomic background. When all stakeholders work together, academic outcomes of the school improve. This study recommends an active economy, an improved healthcare system in poor neighbourhoods, and implementation of poverty alleviation programmes in poor communities. Internal and external stakeholders must work together and utilize all available resources optimally to fulfil educational goals of learners from all socioeconomic categories.
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