Perceived Reluctance of Parental Involvement- A Perspective of Black Learners Attending South African Historically White Multicultural Schools
Society has evolved enormously over the past few decades because of colonisation, slave trade migration, immigration and recently, the colossal advancement in modern technology. The latter has resulted in an increased diversity in societies and inevitably in school classrooms. South Africa, and more especially post-apartheid South Africa, is no exception. The study analyses the perceived reluctance of parents’ of black learners attending historically white multicultural schools in South Africa. It commences by exploring the South African schooling system immediately after the demise of apartheid and examines the role of parents’ in relation to the schooling of their children. The study finally attempts to determine the possible reasons for the perceived reluctant involvement of these parents, from the perspective of their children. The quantitative research method was employed to collect the required information. The key findings revealed that black parents are indeed less involved as compared to their white counterparts and the reasons for this were, that schools usually communicated in a language not fully understood by black parents; they were made to feel unwelcome at these schools and that the ethos and culture of these schools was foreign and often non-embracing.
Key words- Parental involvement, Back learners, Historically white schools