Student Associations at a South African Medical School: Implications for educators

As a historically Black institution (HBI) which recently admitted students of all races, the University of Natal Medical Faculty (South Africa) must now provide a conducive learning environment for all students. Based on casual observations that second year medical students associated along racial/ethnic and gender lines in an academic setting (Histology laboratory), the present study discusses these phenomena from historical, political and cultural perspectives. English, as the medium of instruction, immediately disadvantaged African students, whose mother tongue was an indigenous language. The impact of this on the associations students formed (based on perceived comfort levels) is discussed in the light of the intimate linkage between language, culture and cultural 'voice'. The University of Natal, like other multicultural tertiary institutions, is therefore challenged with providing equity for all students, irrespective of origin, in a medium of instruction which reputedly provides a global licence for communication. The present study highlights the challenges facing educators in multicultural institutions.