ABSTRACT
This chapter examines attitudes and perceptions of African, Colored, and White faculty at University of Cape Town (UCT) and Stellenbosch on a number of dimensions regarding their university’s responsiveness to the academic needs of the changing student population. Of particular interest is how this change in student demographics has affected faculty responses and interactions with various groups of students. I begin this chapter by presenting a profile of the faculty who responded. The remainder of the chapter examines faculty perceptions in three areas: first, faculty examination of issues they view as important institutional priorities; second, how their teaching styles and techniques have been affected by the change in their students’ racial composition; and third, their evaluation of their university’s responsiveness to the academic needs of a diverse student body. I gathered the faculty data through survey questionnaires and supplemented the questionnaires with qualitative data obtained through interviews with a small number of faculty members.
