An exploration of the coping strategies of black minority high school learners at a German speaking school environment and the support structures available to them

Includes bibliographical references (leaves 82-86).In 1991, white schools across South Africa began opening their doors to children of all race groups. This marked a move from an education system of social exclusion and racial division towards one which celebrates inclusion and cultural diversity. It also brought with it many challenges. White school communities had to accommodate black learners for the first time and these learners had to learn to adapt and cope with a new school environment in which they were a minority. This study sought to explore the experiences of black minority high school learners ata private, German speaking school in Cape Town. It set out to examine the ways in which they cope with integrating into a white majority school environment and the support structures which are available to them. Data was collected using pre-focus group and focus group interviews. Qualitative data analysis methods were used drawing on Tesch's eight step model, (in De Vos, 1998:343). A framework for analysis was developed in which four main themes related to stress and coping emerged. These included: relationships at school, school work, other demands of theschool system and support structures. This thematic analysis revealed that integrating into this white majority school environment is stressful for black minority learners. It also revealed that these learners make use of a wide range of coping strategies in order to deal with this stress. These include problem-focused coping strategies, where learners do something active to alleviate their stress and emotion-focused coping strategies, where they attempt to manage the emotional consequences of the stressful event. Findings also revealed that a number of support structures exist within the school and home environment of the learners. Support needs were also identified and explored and recommendations were made which included some practical recommendations for ongoing intervention and support for these learners in the futur