THE COMPLEXITY OF IDENTITY FORMATION OF BLACK LEARNERS ATTENDING HISTORICALLY WHITE SCHOOLS

Abstract

This purpose of this paper is to examine the complexity of identity formation experienced by black learners attending historically white high schools in the Northern Cape. Black South Africans were considered and treated as both intellectually and racially inferior during the apartheid years. This may have created an identity dilemma for a number of generations of South African blacks. The situation was further exacerbated, when black learners were admitted to historically white schools. The staff component (mostly white) of historically white schools appeared to be inadequately prepared for these drastic changes. Consequently, the school that should normally contribute to developing a positive identity formation of learners, seemingly had the opposite effect on black learners. An empirical investigation, by way of the quantitative research method was employed, to ascertain the perceived effect historically white schools have on the identity formation of black learners attending these schools. Some of the findings of this study indicate the manifestation of negative influences, low educator expectations, the disjuncture between the home- and school education, as well as the high failure and drop-out rate, of black learners, as having an effect on the identity formation of black learners. Certain suggestions are made as to how to address the situation.