2016
DOI: 10.1177/1746197916653555
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Experiences of second-class citizenship related to continued poor academic performance of minority Xhosa learners

Abstract: This article examines the subjective life experiences of racial minority Xhosa speakers and the factors that contribute to their continued poor academic performance in a previously Whites-only school in South Africa. Vygotskian sociocultural perspective in relation to creating a democratic educational system and Bronfenbrenner's biosystemic theory and his understanding of proximal processes inform the discussion within this article. To gain insight into the subjective life experiences of these learners, a qual… Show more

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Cited by 3 publications
(4 citation statements)
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“…Hence, it can be assumed that students with lower school success are much more exposed to negative experiences in the class. We should keep in mind the results of previous research, which show that the reasons for students' failure in school are the discriminatory behavior of their peers and teachers (Dreyer & Singh, 2016), insufficient support, and conflict with the teacher (Amani et al, 2020). Taking into account the aforementioned facts, it can be concluded that a more negative assessment of the school climate by students with lower school success results from insufficient support from teachers and peers.…”
Section: Discussionmentioning
confidence: 98%
“…Hence, it can be assumed that students with lower school success are much more exposed to negative experiences in the class. We should keep in mind the results of previous research, which show that the reasons for students' failure in school are the discriminatory behavior of their peers and teachers (Dreyer & Singh, 2016), insufficient support, and conflict with the teacher (Amani et al, 2020). Taking into account the aforementioned facts, it can be concluded that a more negative assessment of the school climate by students with lower school success results from insufficient support from teachers and peers.…”
Section: Discussionmentioning
confidence: 98%
“…It is well established that tracking harms students in numerous ways, from perpetuating racial segregation and stereotypes to draining student motivation. When students are placed in segregated classrooms, schools allow for the continuation of the United States' history of racial segregation and discrimination (Blaisdell, 2016;Dreyer & Singh, 2016;Tyson, 2011). Research has found that the barriers between high and low tracks often are drawn along racial and ethnic lines, with an overrepresentation of students of color in low-track classes and an underrepresentation of students of color in high-track classes (Blaisdell, 2016;Modica, 2015;Oakes, 1985;Villalpando 2003).…”
Section: Resultsmentioning
confidence: 99%
“…Students of color are underrepresented in AP and honors classes, and have less access to "enriched" education (Ladson-Billings & Tate, 1995). In integrated schools, even in those with messages promoting integration, de facto segregation is maintained through the practice of academic tracking (Blaisdell, 2016;Dreyer & Singh, 2016;Tyson, 2011).…”
Section: Perpetuation Of Racial Segregation Through Trackingmentioning
confidence: 99%
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