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
tre
at
ed
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
histori
ca
lly
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
le
ar
ners,
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
at
tending
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
learne
rs
,
as
having
an
effect
on
the
identity
formation
of
black
learners.
Certain
suggestions
are
made
as
to
how
to
address
the
situation
