This paper reflects on human rights in the post-apartheid South Africa housing context from a social development lens. The Constitution guarantees access to adequate housing as a basic human right, a prerequisite for the optimum development of individuals, families and communities. Without the other related socio-economic rights, the provision of access to housing is limited in its service delivery. We argue that housing rights are inseparable from the broader human rights discourse and social development endeavours underway in the country. While government has made much progress through the Reconstruction and Development Programme, the reality of informal settlements and backyard shacks continues to undermine the human rights prospects of the urban poor. Forced evictions undermine some poor citizens’ human rights leading courts to play an active role in enforcing housing and human rights through establishing a jurisprudence that invariably advances a social development agenda. The authors argue that the post-1994 government needs to galvanise the citizenship of the urban poor through development-oriented housing delivery.
Research scales developed in one society are often validated in another society to determine the factor structure and measurement equivalence of the scales. Using a convenience sample of 378 respondents from two cross-sectional studies, the present analyses examined confirmatory factor analysis (CFA) and gender invariance in the Illinois Rape Myth Acceptance (IRMA) Scale in Nigeria. Specifically, the analyses examined whether the scale holds similar factor structure, whether the latent means can be compared, and whether respondents interpreted items similarly or ascribed the same meaning to them across gender. Based on the analyses, CFA results validated the hypothesized multidimensional four-factor structure of IRMA, namely, "she asked for it," "he didn't mean to," "it wasn't really rape," and "she lied." Similarly, the IRMA measurement was invariant (partial scalar invariance) across gender, suggesting that men and women interpreted IRMA's items and constructs similarly. Results of an independent-samples t test suggested that women were more likely than men to reject the myth that female victim of rape "lied." In general, preliminary findings indicated that IRMA is suitable for research on rape myths in Nigeria. Knowledge generated from its use may enhance understanding of rape myths, rape-supportive behaviors, and rape prevention and victim intervention programs.
Studies consistently suggest that emotional intelligence and parenting styles are associated with self-esteem, although validation has relatively been based on correlation analysis. Using a sample of 252 respondents in Nigeria, the present study examined the relationships among parenting styles, emotional intelligence, and self-esteem with the aim of generating knowledge that transcends the nature and extent of their correlations. A bivariate analysis identified significant correlations: emotional intelligence (i.e., self-emotion appraisal, others’ emotion appraisal, uses of emotion, and regulation of emotion), authoritative parenting, and authoritarian parenting significantly positively correlated with self-esteem. There was no significant correlation between emotional intelligence and parenting styles. Results of the independent-samples t test indicated that emotional intelligence and self-esteem differed by gender. Specifically, women were more likely than men to report high self-emotion appraisal, others’ emotion appraisal, and uses of emotion. Similarly, women were more likely than men to report high self-esteem. Using multiple regression analysis, emotional intelligence and parenting styles were associated with self-esteem: being a student, emotional intelligence (i.e., self-emotion appraisal and uses of emotion), and authoritative parenting were associated with self-esteem. Emotional intelligence accounted for a larger effect on self-esteem than did parenting styles. In general, findings lend credence to the relevance of authoritative parenting in the development of self-esteem and suggest that, among components of emotional intelligence, uses of emotion and self-emotion appraisal may be considered in facilitating improvement of self-esteem among young adults at the developmental stage of increasing self-esteem. Implications of findings for research, education, and practice are discussed.
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