Urban Education and Black Racial Identity in South Africa

• In Event: International Cases of Equity Policy Development

Abstract

Consistently data suggest that having a positive, internalized racial identity is related to healthy psychological and behavioral 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. In this study, we analyzed racial life narrative interviews with 15 self-identified 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. Implications of the findings are discussed.

Authors

• Bekisizwe S. Ndimande, The University of Texas - San Antonio

• Helen Neville, University of Illinois