Browsing by Author "Reuben, Shanya."

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An analysis of experiences and meanings that community members have attached to the South African government’s neoliberal and privatisation policies in historically disadvantaged suburbs.
(2022) Mashalane, Nkgere Sharon.; Isaacs, Dean Lee.; Bobat, Shaida.; Reuben, Shanya.
This research aimed to explore the experiences and meanings that community members have attached to the South African government’s neoliberal and privatisation policies in historically disadvantaged suburbs. This study sought to understand how community members of Wentworth make sense of neoliberal and privatisation tactics. Using a qualitative research design, the study further sought to understand how the privatisation of basic services makes community members feel. Participants were community members of Wentworth, a suburb of the city of Durban, who have been residents in the community for more than ten years. Participants were selected using snowball sampling, and the researcher used semi-structured interviews to solicit points of view from the participants on their experiences of the privatisation of basic services in their area. Data was analysed using Interpretative Phenomenological Analysis. The analysis produced the following themes: unemployment, unsafe communities, poverty-stricken homes, government shortcomings, not having a place to call home, and dissatisfaction with life. The research revealed that the residents’ understanding of these changes were strongly influenced by the injustices of the past, which now manifest as class instead of race. Recommendations for practical implications and future research were made.
Employee experiences and perceptions of affirmative action in a South African organization : a qualitative study.
(2011) Petrus, Ruwayda Chantelle.; Reuben, Shanya.
The current study explored the perceptions and experiences of employees in a South African organization in Kwa-Zulu Natal in relation to Affirmative Action (AA). The study used a qualitative research design and was approached from the theoretical background of social constructionism. The focus was on highlighting the experiences of employees from different racial backgrounds and uncovering how they perceived and experienced AA. Sample size(n = 9) which consisted of both men and women from all the race groups were interviewed between August 2011 and October 2011. By making use of thematic content analysis eight main themes were identified. Overall the findings suggested that the majority of participants experienced AA negatively but that they perceived it do have been developed for the greater good. There were strong feelings on the subject of AA and the principle of meritocracy. Overall AA is viewed as something positive that has been burdened with negativity due to general perceptions of it. The study contributes to the evolving body of knowledge on AA and provides a unique context specific perspective to understanding how government employees perceive and experience AA.
An exploration of learners’ perceptions and attitudes to race with specific focus on the role of on-campus interactions and experiences in South Africa.
(2017) Tsikai, Takudzwa Thomas.; Bobat, Shaida.; Reuben, Shanya.
The purpose of this study was to explore learners’ perceptions and attitudes to race with specific focus on the role of on-campus interactions and experiences in South Africa. A review of the literature highlights the ‘troubling nature’ of race in South Africa as suggested by Durrheim (2017). This is explored in relation to the wider South African context and then narrowed down to the higher learning system. This research is centred upon social constructionism which informed the utilisation of qualitative analysis as the most suitable research design. An exploration of the narratives of learners in higher education was engaged through semi-structured in-depth interviews that were conducted in August 2017. An equal representation of the four main racial groups in South Africa as reflected in South African Census Statistical Release (2011): Black, White, Indian and Coloured were interviewed. The learners’ hesitance towards open engagements on race was unearthed, despite a majority consensus on the significance of such discussions towards transformative efforts within an institution of higher learning that is regarded as a site of transformation in post-Apartheid South Africa. Such hesitance underscores Durrheim, Greener and Whitehead’s (2015) notion of ‘race trouble’ as the authors argue on how race continues to dictate over peoples’ actions, utterances and ways of living in South Africa despite the abolishment of apartheid legislature. The key influencers to the learners’ interactional patterns are examined in relation to their constructions of race, their experiences as students ascribed to their respective racial groupings and also as an overall understanding of the institutional racial climate. It was also established that desegregation does not guarantee a change in attitudinal change as understood by Meier and Hartell (2009). The learners reflected inclinations towards the maintenance of interactions within their specific racial groups, and displayed prejudicial predispositions towards the learners of other races, despite their efforts in trying not to overtly depict them. Various barriers to access in education were explored from a non-black perspective, where issues of perceived marginalisation and hostility were discussed in understanding the overall racial climate within the university setting.
Exploring employees' social constructions of affirmative action in a South African organisation : a discursive perspective.
(2013) Reuben, Shanya.; Magojo, Thandekile Sylvia.; Meyer-Weitz, Anna.
The contoured logic of apartheid in South Africa constructed racial, economic, social and political segregation, the consequences of which are still experienced today. In an attempt to alter the demographic weighting of disadvantage, the South African government has made concerted efforts to ‘deracialise’ South Africa most notably through Affirmative Action (AA) measures. Subjective, contextualised approaches to AA have received little attention both locally and internationally. This study aimed to explore AA from a social constructionist orientation with a focus on Potter and Wetherell’s discursive psychology. Semi-structured interviews were used to collect the data from 17 participants. The sample included both male (5) and female (12) participants and representation from all major race groups in South Africa. The findings illustrate how participants engage in discursive devices that rationalise a racial order of competence. The discourses also reflected polarised views of affirmative action. By and large, Black participants maintain that racial inequality still exists. White participants, on the other hand, continue to feel marginalised and discriminated against, by the policy. Furthermore, the results identify the various flavours in which redress can be realised. As new knowledge, the study also suggests that despite the negative experiences associated with AA, participants were generally in favour of the principles embedded within the policy. Ultimately this study suggests that AA continues to be a controversial subject which traverses many segments of life.
Female employees' perceptions of work-life balance at a banking institution in the Durban region.
(2013) Singh, Ashlesha.; Reuben, Shanya.
This study was interested in female bank employees’ perceptions of work life balance at a banking institution in the Durban region. The Job Demands-Resources (JD-R) Model was used as a theoretical framework to consider the demands that these women encounter as well as the support systems that they utilise to help facilitate work-life balance (WLB). Importantly, as a theoretical framework, the JD-R was used to bring to light employee experiences of their WLB in relation to their work demands and the resources that are available to them. A qualitative research design was used. Semi-structured interviews on a purposive sample of eight research participants were conducted within the sales and credit division at a large banking institution in the Durban region. Theory-led thematic analysis was used to analyse the interview transcripts. The findings of the study indicated that these women relied heavily upon domestic helpers in terms of household duties, extended family and their spouses in terms of childcare duties and needs. These employees felt that work dominates their lives more due to the core demands of meeting targets within the sales and credit divisions. These employees perceived that the bank as a whole was not supportive of WLB as they claimed to be and wanted to be involved with the HR Department in the formation of work-life balance policies. This research study offers insight into the needs of female bank employees and suggests the way forward for organisations to appropriately prioritise WLB as a quality strategy in an attempt to retain talented women in their sales and credit divisions.
Leadership experiences of Black female school principals in the Durban area.
(2021) Luthuli, Nokukhanya Lorraine.; Reuben, Shanya.
The current study explores the lived experiences which Black women face in their leadership positions as school principals. The researcher was motivated by her personal interest in this area given that she hopes to pursue a leadership position in the future. An extensive review of the literature indicates that there is a gap in the South African literature narrating the Black female experiences in leadership positions. This research aims to identify the experiences and challenges of Black women working in leadership positions, more specifically those that are employed as school principals as there is limited South African research within this area of Black female principals. This research study further identified how these women overcome the identified challenges. This is a qualitative study using an interpretative phenomenology analysis. Participants were purposely selected from six primary schools in Clermont in the Durban area and semistructured interviews were used to collect data. The data was analysed using thematic analysis. The Intersectionality Theory is a feministic theory that was used as a theoretical framework to frame this study. It describes the marginalisation of Black women in leadership positions due to their race and gender. The findings revealed that Black female principals experience gender and racial discrimination in their positions due issues related to a patriarchal society. Positive experiences were also identified as participants revealed that working with motivated teachers and school learners was enjoyable and fulfilling. It was found that Black females employ transformational and democratic leadership styles in their positions as leaders of their respective schools. Furthermore, supportive structures and spirituality were identified as coping mechanisms which were important to overcome challenges. The study recommends that Black women continue to delegate duties and have supportive structures to overcome their negative experiences. The study further recommends that Black women should be supported and encouraged in their roles as principals. Actions must be taken against race and gender discrimination and measures should be put in place to create supporting, enabling working environments.
A narrative exploration of the social implications of career choices by Indian South African professionals.
(2017) Maharaj, Aavishkar.; Reuben, Shanya.; Bobat, Shaida.
The purpose of this study was to examine the socio-economic factors that impacted the career narratives of South African Indian Professionals. A review of the literature suggested that traditional career theories viewed an individual in isolation of their context, allowing their career choice to be an independent decision. Further literature has, however, shown that with the constant evolution of an individual’s context, their career choice was limited and promoted by factors in their environment which included, but were not limited to, the political era of the time, their access to education and the influences that their family provided. This research drew upon two critical schools of thought, namely Social Constructionism and the Systems Theory Framework. These guided the research towards a qualitative research design that examined the career narratives of seven South African Indian professionals through semi-structured interviews conducted in the first half of 2017. In order to achieve the aims of the study, a thematic analysis, coupled with the voice-centred relation method was used to critically analyse the career narratives of these individuals. The results revealed three central themes, viz. Navigating Status: Exposure and Access; Construction of Self; and Family. The manner in which the career choice of an individual was influenced existed external to the their self. The participants’ environments dictated the manner in which they had access and exposure to information that informed their career choices. Beyond this, their environments impacted the manner in which they constructed their view of the self and critical in this was that contrary to traditional career theory, their self was not created in isolation. In some instances, participants described the restrictive nature of elements within their environments but also highlighted potential buffers which included, but were not limited to, family support. The reflexive nature of the narratives allowed the participants to make these observations without being unduly influenced by the researcher.
Occupational stress and work engagement of dog unit members in the South African police service : a qualitative study.
(2012) Govender, Preadhashni.; Reuben, Shanya.
Police officers have a significant role to play in the stability, economic growth, and development of South Africa. Therefore, it is critical for the South African Police Service (SAPS) to have police officers who are engaged in their work. However, given the high levels of crime and violence in South Africa, and the ensuing dangers associated with police work, many of these situations are experienced as stressful, often resulting in psychological distress. On the contrary, some police officers, regardless of the stressful nature of their job, seem to enjoy their work and exert greater effort in dealing with these stressors. The purpose of this study was to provide a qualitative description of occupational stress and work engagement as perceived and experienced by police officers in the SAPS Dog Unit. The researcher’s interest in this research topic, emanated when, as part of a Psychometry Internship at the SAPS, the researcher was involved in psychometric evaluation of police officers who wanted to join the Dog Unit. The researcher had the opportunity to interview police officers who acknowledged that, despite being aware of the stressful nature of the job, they were willing to deal with these stressors. Furthermore, a comprehensive search of literature revealed that there are no qualitative studies exploring perceptions and experiencesof occupational stress and work engagement of police officers in the Dog Unit. This motivated the researcher to conduct this study to fill in the gap of qualitative research literature. A qualitative research design was used and the transactional approach to stress formed the theoretical premise of this study. A purposive non-probability sampling technique resulted in10 interviews being conducted with both male and female dog handlers at the SAPS Dog Unit in Durban. The researcher utilised a semi-structured interview schedule and all audio-taped interview data was analysed using thematic content analysis. The findings of the study suggest that individual differences and situational factors are useful in explaining how stressors produced different reactions in police officers at the Dog Unit based on their cognitive appraisal of work demands. The most common sources of occupational stress experienced by participants include: (a) task related stressors, (b) organisational stressors, and (c) personal stressors. With regard to these stressors, the results suggest that organisational stressors greatly affect participants compared to task-related stressors. With regard to perceptions and experiences of work engagement, the results reveal that perceptions of work engagement spanned over six domains: (a) inner calling, (b) an active choice to become a police officer, (c) to serve and protect, (d) sense of duty, (e) recognition, and (f) to form an identity. Interestingly it was found that the following resources positively influenced work engagement, namely, social support, skills and abilities, peer support, and self-efficacy. In addition, findings suggest that positive appraisals of work situations and being immersed in one’s job significantly influenced participant’s experiences of work engagement. Thus, the findings suggest that adequate resources and positive appraisals can promote engagement even when the conditions for engagement are less than optimal.This study contributes greatly to the evolving body of knowledge on occupational stress and work engagement and provides a unique context specific perspective to understanding how police officers in the Dog Unit perceive and experience occupational stress and work engagement. Prior to the present study, no studies had been undertaken to specifically understand perceptions and experiences of police officers in the Dog Unit. It has become clear that further research in this regard is required to bring about a deeper understanding of the perceptions and experiences of occupational stress and work engagement of police officers in the Dog Unit. The objective being to provide more support to police officers to ensure the stability, economic growth, and development of South Africa. In contrast to studies which show that high job demands and lack of job resources negatively impact employee engagement, findings from this study show that despite being exposed to conditions that are less favourable for engagement, police officers at the Dog Unit are engaged. An understanding of police officer’s perceptions and experiences of occupational stress and work engagement may provide direction for strategies to provide more support to dog handlers and improve work engagement in the Dog Unit.
A qualitative exploration of the career narratives of six South African Black social workers.
(2015) Myeza, Mlondi.; Reuben, Shanya.; Bobat, Shaida.
The study explored the career narratives of six South African Black Social workers in the selected public hospitals. It explored their career development by having them narrate stories of how they came into the profession of Social workers. The study explored the contextual factors that influenced their career development. It attempted to understand the meanings South African Black Social workers attach to their career development process. The researcher has used Black to refer to Back Africans. A qualitative research study was used to discover the career narratives of the South African Black Social workers who were research participants. Purposive sampling was used to locate and identify the six Social workers from Durban (KwaZulu-Natal). The participant’s narratives were explored using an interview schedule adapted from Frizelle (2002). The method of data analysis employed in the research study was Voice- centred relational method and Thematic Analysis to fully comprehend and appreciate the career development of these Social workers. Four major themes emerged during analysis and interpretation; 1) contextual factors that influence career narratives, 2) narratives on the contextual challenges to career development, 3) narratives on contextual factors that propel career development. Several recommendations for research and practice were put forward.
Remote work and work–life balance for mothers working in a local government institution during the Covid-19 restrictions in South Africa.
(2023) Biyela, Mthunzi Sanele Thando.; Bobat, Shaida.; Reuben, Shanya.
The social and economic transformations across developing industrial economies have resulted in concerns about how working mothers manage their lives across the spheres of work and life, whilst still achieving a balance between work and life roles. This research focuses on understanding the work-life balance experiences of nine working mothers who hold full-time positions and were working remotely during the COVID-19 lockdown in a Local Government Institution in South Africa. The study employs a qualitative research approach, specifically the Interpretative Phenomenological Analysis (IPA) paradigm. It utilises thematic analysis and incorporates the theoretical frameworks of spillover theory and intersectionality to address the research questions. The findings reveal that working mothers faced challenges in mediating the demands of work and private life during the lockdown. The boundaries between work and home became blurred, leading to inter-role conflict and emotional stress. Working mothers also employed coping mechanisms such as self-care practices and time-management techniques. Socio-economic disparities, gender norms, and cultural expectations were found to shape the experience of the mothers. This study concludes by recommending support for working mothers, including affordable childcare, parental leave regulations, and adaptable work schedules.
Spirituality as a coping strategy: a case study of teachers in a public school in KwaZulu-Natal.
(2020) Martin, Loren Lisa.; Reuben, Shanya.
For years the teaching profession has been universally recognized as one of the most challenging working environments for teachers (Arokium, 2010; Behera & Dash, 2015). By no means is South Africa an exception, particularly with public school teachers facing challenges that appear to continually propagate. The South African education system still falls prey to the ghosts of Apartheid’s past. Even today, traces of historical inequality perpetuate a challenging and more stressful reality for many public South African schools. Although existing literature has considered various coping strategies employed by teachers, spirituality has not been extensively explored. Particularly in relation to how it may be utilised by teachers in their experiences of work. The current study used a qualitative research method to explore the lived experiences of teachers’ in relation to spirituality and the role it plays in their work life. A case study methodology was employed, placing the teachers at Primary School X as the unit of analysis for this study. Data was obtained from six semi-structured interviews. The findings revealed that, similarly to existing evidence, South African public school teachers still largely experience their work environments as challenging. Consistently mentioned issues included overcrowded classrooms, difficulties with the National Curriculum and Assessment Policy Statement (CAPS) as well as the sensitive social issues routinely experienced by learners. Overall, the teachers have managed to deal with most challenges strategically however, in instances where personal/professional control over the situation completely lacked, the teachers turned to spirituality as a resource to meaningfully deal with such challenges. For the teachers at Primary School X, the practice of spirituality facilitated a process of positive meaning making that allowed for a more constructive appraisal of difficult realities. An inclusive set of values, beliefs and assumptions informed the reinterpretation of the teaching environment and positively influenced their work function. The challenges faced by South African public school teachers are unignorable and should be treated as a priority of systemic rescue. This study highlights how spirituality was used as a means of personal strength and should be explored further to understand its unique contribution, both personally and professionally for South African teachers.
Subjective experiences of happiness : a case for residential child care workers.
(2012) Khoza, Sinenhlanhla Zamakhoza.; Buitendach, Johanna Hendrina.; Reuben, Shanya.
The non-profit sector is one that is of great importance as it responds to the needs of society, and hence gives support to various social and economic endeavours. Particularly, residential child care work is a response to the ever increasing number of children who are orphaned, abandoned, neglected and affected by the HIV/Aids pandemic. Residential child care workers provide institutional care to such children. The role of a child care worker is one that is reported to be highly pressured and involves many challenges which have the potential of impacting on the quality of care that is provided by the care giver to the children. In light of the increasing research done on the area of happiness within the workplace which shows that happiness contributes to overall organisational success and helps employees cope with challenges this study explored this construct among residential child care workers; a research area which remains under researched. The aim of the study was to explore the subjective experiences of happiness among residential child care workers using positive psychology as a conceptual framework. The study sought to gain an understanding of the perceptions and experiences of happiness among residential child care workers through Seligman’s (2002) framework of achieving happiness through pleasure, engagement and meaning. The exploration of the subjective experiences of happiness among residential child care workers was done through the use of Fredrickson’s (1998) Broaden and Build Theory. The study used a qualitative research design and residential child care workers were interviewed on their perceptions and experiences of happiness. The findings suggested that, even through the challenges that the residential child care workers faced, there was still an overall sense of happiness that the care givers experienced in relation to their work. This was generally as a result of the nature of their work and their alignment to the overall mission of the children’s home. The findings suggested also that it was through the orientations of pleasure and meaning that the greatest happiness was experienced. This experience of general happiness in their work made the residential child care workers feel as though they could deal with challenges and also contributed positively to their role as child care givers. The findings of the study contribute to the increasing body of knowledge in the area of happiness and the experiences of residential child care workers. The findings can also help managers and directors of children’s homes know which aspects to encourage and cultivate in their employees for the experience of happiness and positive work relations and experiences. This can ultimately contribute positively to overall success of orphanages and children’s homes, and also to the quality of care that is given to children.
Subjective well-being in teachers : a study of selected schools in KwaZulu-Natal.
(2017) Beukes, Lauren Louise.; Reuben, Shanya.; Buitendach, Johanna Hendrina.
This study aimed to assess subjective well-being of South African teachers according to their job demands and resources, while making a comparison between public and independent schools. This study used a quantitative, cross-sectional research design with a sample of 368 teachers from multiple public and independent schools within the KwaZulu Natal province. Participants completed a survey that included a biographical questionnaire, the Job Demands Resources Scale, the Satisfaction With Life Scale and the Subjective Well-Being Scale. Statistical analyses showed that the scales used, as well as their components, are valid and reliable. Results suggest that job resources and subjective well-being are positively correlated, while job demands have a negative relationship with subjective well-being. Interestingly the opposite was found for satisfaction with life, where a positive relationship existed with job demands while a negative relationship was found with job resources. Results show that while teachers in public and independent schools seem to have similar degrees of job resources, teachers in public schools show higher degrees of job demands. Additionally, teachers in public schools show higher levels in satisfaction with life than teachers in independent schools, while levels of subjective well-being were similar. This implies that teachers in public schools maintain satisfaction with life despite increased demands, which could be attributed to increased work engagement in teachers in public schools. This is an area that could be further researched. Nevertheless, the results of this study provide valuable insight into the relationship between subjective well-being and satisfaction with life, specifically with regards to job demands and resources in public and independent South African Schools. The cross-sectional design of this study implies that causality between variables could not be established. Furthermore, the use of quantitative self-report questionnaires suggests response bias along with a lack of qualitative data. The study used suburban public schools and not rural public schools, which may have an impact on the generalisability of the results. After consideration of the findings of this study it has been recommended that organisations provide teachers with opportunities to learn and grow, and that teachers are encouraged to find meaning and purpose in their work, as well as to develop their personal resources. Future studies could investigate the mediating factors that illustrate the connection between subjective well-being and job demands and resources.
Uncovering women’s experiences in balancing motherhood with employment.
(2018) Ceriani, Nicole Cody.; Reuben, Shanya.; Isaacs, Dean Lee.
The purpose of this research study was to understand the experiences of women balancing the roles of motherhood and employment, within the South African organisational context. A review of the literature suggests that despite efforts towards gender equality and the increased level of participation of women in the workforce, societal norms still create and reinforce expectations for women to bear the responsibility for both child-rearing and domestic duties. Drawing from a social constructionist paradigm, this study adopted a qualitative methodology in order to unravel the socially constructed perceptions of work and motherhood within two South African organisations in Durban, KwaZulu-Natal. The sample consisted of eight working mothers, who were located using both a purposive and snowball sampling strategy. Semi-structured interviews were used to collect the data, which was analysed using the Voice Relational Method. The findings indicate that the place of working mothers is socially constructed by the circulating discourse within society surrounding work and motherhood. Working mothers are involved in a complex interplay of role/identity construction/reconstruction by challenging and accepting aspects of normative or ideological discourse to make it relevant to their local circumstances. Becoming a mother seems to be life-changing for a woman and requires a lot of adjustment on a woman’s part in terms of her identity and perceptions, requires the learning of new skills and strategies and at times can feel lonely and isolating. Working mother’s face both pros and cons when trying to balance their multiple roles. These pros and cons were psychological, emotional, social, financial, ideological and structural. This research also uncovered the impact of existing ideology on mothering and work in the way that participants utilise the voice of “I” and “you”. The voice of “I” was often used by participants to emphasise their personal anxieties and fears in relation to their perceptions of the normative experiences of mothers, i.e. the voice of “you”. In conclusion, this study was useful in privileging the voice of working mothers in and on their own terms who face a deep sense of isolation, loneliness, and inadequacies in their gendered lived experience; but also celebrate their own individuality and collectivity as women who find fulfilment and satisfaction in navigating multiple roles in their journey of motherhood and work.