The concept of racially-desegregated state schooling in South Africa was officially implemented in 1991. This change to racially-mixed schooling was not without problems. There are, to date, few known studies on this theme in South Africa although there are many overseas studies. The focus of the present study is on the implications of racially-desegregated schooling for the disadvantaged African population. The study examines African secondary school pupils' and their teachers' perceptions of their performance in the context of racially-desegregated schools. It also aims to study these perceptions in the context of striving for 'equality of opportunity' in the light of current educational refonns in South Africa. This study is located in the sociology of education framework, using a symbolic interactionist approach of analysis. Six schools in the suburb of Phoenix in Durban, originally designed for the Indian population, were used. A sample of 150 pupils belonging to both the middle and working class groups in the senior and junior phases of schooling was calculated. A sample of 68 teachers who teach pupils in the sample was also chosen. Questionnaires were administered to and interviews were conducted with both teachers and pupils. Objective data was also collected in the form of pupils' examination results over a period of a year. The Chi-square test of significance was used to establish if there were differences in performances of pupils within the social groups and within the phases of schooling.

Thesis (M.Ed.) -University of Durban-Westville, 1999.