Open AccessCognitive socialization: A model for cross-cultural education programmes
Author(s) -
Margaret I. Meyer
Publication year - 1986
Publication title -
south african journal of business management
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.179
H-Index - 15
eISSN - 2078-5976
pISSN - 2078-5585
DOI - 10.4102/sajbm.v17i4.1058
Subject(s) - socialization , cadet , set (abstract data type) , white (mutation) , psychology , cognition , quality (philosophy) , pedagogy , public relations , sociology , medical education , social psychology , political science , medicine , computer science , biochemistry , chemistry , philosophy , epistemology , neuroscience , law , gene , programming language
In recent years many white-dominated organizations have attempted to encourage the development of black potential through special black advancement programmes. The concept of black advancement is contrasted with Africanization, the aim of which would be that blacks should plan and administer education programmes. Often black advancement programmes are based on a systems approach in which needs are identified, objectives set and regular tests administered. It Is assumed that when objectives have been met, the participant is in a position to compete equally with his white counterpart. Often, however, subsequent performance has been disappointing, particularly to sponsors. In this article an approach of cognitive socialization is proposed which takes the student beyond the objectives set and encourages an outcome of quality. The research on which this article is based was undertaken at the University of the Witwatersrand with students in the Undergraduate Cadet Scheme who planned a career in commerce.