Race and resources: black parents’ perspectives on post-apartheid South African schools

Ndimande, Bekisizwe S.

doi:10.1080/13613324.2011.618832

Cited by 11 publications

(18 citation statements)

References 15 publications

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“…All these experiences brought an awareness of our participants’ identities as Blacks living in a racist society. Participants’ racial experiences in schools are consistent with the research in South Africa documenting the persistence of racism in schools even after apartheid (Jansen, 2004; Ndimande, 2012; Nkomo et al., 2004; Vally & Dalamba, 1999; Walker, 2005).…”

Section: Discussionsupporting

confidence: 78%

“…Research findings among college students, for example, suggest that racial labels continue to be used to refer to groups of individuals and in social interactions (Goldschmidt, 2003; Walker, 2005). Moreover, racial stratification is reinforced through institutional structures including urban and suburban schools (Ndimande, 2012; Nkomo, Chisholm, & McKinney, 2004). It is surprising how little empirical research has examined the role of education in helping (or hindering) people in forming an affirmative racial identity in the presence of a racially hierarchical society where Whites maintain economic power and the Black majority are disproportionately represented on negative social indicators such as education level, average life span, and wealth.…”

Section: Black Racial Identitymentioning

confidence: 99%

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Urban Education and Black Racial Identity in South Africa

Ndimande

Neville

2015

Urban Education

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Data suggest that having a positive, internalized racial identity is related to healthy outcomes. Although some scholars have highlighted the role of education in providing a context to develop such an identity, there is a dearth of research in this area. This study analyzed racial life narrative interviews with 15 Black South Africans to explore the role of education in shaping individuals' perceptions of being Black during and after apartheid. We uncovered three interrelated dimensions: Educational System Shapes Opportunities, Educational Context Influences Racial Awareness (through opportunities for student activism, curriculum, and personal experiences with discrimination), and Education as (Racial) Empowerment.

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Section: Discussionsupporting

confidence: 78%

Section: Black Racial Identitymentioning

confidence: 99%

Urban Education and Black Racial Identity in South Africa

Ndimande

Neville

2015

Urban Education

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“…Conversely, high-status schools focus on attracting learners whose families can pay the fees and fit within the "ethos" of the school (Hunter 2019;Jansen and Kriger 2020). Ethnographic studies have shown how Black students attending these schools are expected to assimilate into a predominantly White school culture (Carter 2012;Matentjie 2019;Ndimande 2012;Teeger 2015b). Research has shown how former White and Indian schools deployed fees and admissions criteria to influence the racial and socioeconomic composition of their student body: "The selection process succeeded in ensuring that these newly admitted black learners would be achievers, speak the language of instruction and come from economic backgrounds similar to white learners" (Soudien and Sayed 2003:37).…”

Section: Empirical Evidence: School Segregation In Contemporary South...mentioning

confidence: 99%

Opportunity Hoarding and Elite Reproduction: School Segregation in Post-Apartheid South Africa

Gruijters¹,

Elbers²,

Reddy³

2022

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School integration is an important indicator of equality of opportunity and racial reconciliation in contemporary South Africa. Despite its prominence in public and political discourse, however, there is no systemic evidence on the levels and patterns of school segregation. Drawing on the literature on the post-apartheid political settlement and sociological theories of opportunity hoarding, we explain how the small White minority and, to a lesser extent, the new Black middle class monopolized access to South Africa’s most prestigious schools following the abolition of de jure segregation in 1994. Using the 2021 Annual School Survey—an administrative dataset covering all South African schools—and the 2019 TIMSS school survey, we find very high levels of school segregation along racial as well as socioeconomic lines. White students almost exclusively attend former White schools, have little exposure to the low-income Black majority, and are vastly overrepresented in elite public and private schools. We argue that in South Africa and other contexts with under-resourced education systems, elite capture of the few high-performing schools serves to reproduce race and class privilege.

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“…At the same time, Parents of Black children identify education systems do not provide them with the same opportunities to mobilize their capacity as White parents. Thus parents of Black children are prevented from advocating for and utilizing intervention strategies to improve their Black children's educational success (Ndimande, 2012). Reynolds, Howard, and Kenyatta Jones (2013) argue Black fathers are ignored in home-school relationships.…”

Section: White Privilegementioning

confidence: 99%