Abstract:
This article describes the possible impact of emotional intelligence on identity negotiation of a racial minority group in a
majority school context. The study investigated the adjustment and functioning of racial minority groups in majority
school contexts, as well as the identity negotiation associated with it, and determined whether there is a correlation
between the former and the Emotional Intelligence (EI) of the participants. Participants were 16 black and 21 white
learners attending two schools where they were in the minority (mean age = 16.23 years; SD = 1.49 years). The learners
attended Grades 9-12. Data were first organised, after which themes and patterns were identified, and the data appraised
and categorised (Creswell, 2007), after which a comparison was drawn between the identified categories of existing
knowledge. Findings suggest that racial integration in both high schools actually occurred in name only; most
participants chose to mingle within their own racial groups and the black participants in particular were exposed to
racism, discrimination and prejudice on a regular basis. Despite the necessary steps taken and implemented by
government in order to oppose racism in the country and promote racial integration in schools, it seems that the
consequences of apartheid remain for the foreseeable future.
