Abstract

This paper is based on a study that explored the life experiences of Xhosa-speaking learners as a minority in a former whites-only school in the Western Cape province of South Africa. The focus was specifically on the factors that contribute to the continued poor academic performance of this minority group within the school. Identifying and understanding these factors as challenges to academic success can help teachers and schools provide appropriate support structures to maximize the potential of these learners. Research has shown that programs of support will only be effective if they appreciate and cater to the needs of the learners concerned (Michael, Andrade & Bartlett, 2007; Ogbu 2003; Rhamie & Hallam, 2002). The purpose of this paper is to highlight the role of peers and teachers in contributing to persistent underperformance of minority Xhosa speakers in a former whites-only school in the Western Cape province of South Africa.

Recommended Citation

Dreyer, L. M. and Singh, Sam (2013) "Closing the Gap? Persistent Underperformance of Black Minorities in Former Whites-Only SA Schools," Journal of Educational Leadership in Action: Vol. 1: Iss. 2, Article 3.
DOI: https://doi.org/10.62608/2164-1102.1083
Available at: https://digitalcommons.lindenwood.edu/ela/vol1/iss2/3