Read the following case study and answer the questions to follow:

Thandi was classified as black during the Apartheid era in South Africa. Her mother was a black woman, and her father was a White man.
Thandi was raised with her mother in a black community however, her skin color was lighter than anyone in her community and she had hazel brown eyes - different from anyone around her.

Growing up, she was never allowed to be seen with her father; they always needed to sneak around. Often, her mother needed to pretend to be the cleaner at his home so he could spend time with his daughter.
Thandi’s mother had to explain to people in the community that she was looking after the child for a family member so that people did not become suspicious about her mothering a daughter with a white man.
Thandi attended a school in a black community until the end of the Apartheid regime. Thereafter, she moved to a racially integrated school. She struggled to make friends at school as she looked colored, but only spoke Xhosa. The Xhosa-speaking individuals at her school also thought this was odd, as she didn’t look like them. Thandi expressed that she does not know where she belongs.

2.1 Explain how the Apartheid body, based on three central beliefs, had made an impact on Thandi’s identity. Provide examples from the case study. (7 marks)

After a year of attending the racially integrated school, Thandi became friends with her white classmates. They were the only group of students who befriended her and accepted her socially to some degree. They found her to be intriguing as she was light-skinned, has curly hair, and had the ‘funniest’ accent. Thandi changed her accent to fit in with the crowd and quietened her voice to not seem like the ‘other people of color at the school’

2.2 Explain the stage of marginal identity development, according to Bulhan, that Thandi is experiencing.
2.3 Explain the reasoning for your answer by drawing on the above case studies. 

The home Thandi was raised in was struggling financially. Thandi’s mother was able to obtain a job as a receptionist that was hours away from their home to make ends meet. Thandi and her cousins were raised by their grandmother, who had a vegetable garden and chickens that she would sell to feed the family. Thandi was the only one in her family who went to a school outside of their community. Her cousin, Litha, attended school in the community and, after graduating, was not able to find a job. Litha and the other family members called Thandi “a fake mlungu’ (a fake white person) and treated her differently from the other cousins.

2.4 The socio-historical context had detrimental consequences on Black South Africans. Discuss whether Black adolescents are characterized as damaged or as resilient. Draw on the case study/studies to support your answer.