Elite schools in South Africa: how quiet gatekeeping keeps racial patterns in place

Source: ForeignAffairs4

Source: The Conversation – Africa – By Samantha Kriger, Lecturer, Cape Peninsula University of Technology

In South Africa, children’s admission to a particular public school is decided by province. Each provincial education department manages its own digital admissions system. The Western Cape province introduced an online admissions portal in 2018 which became fully operational in 2024. The aim was to make school placement more transparent. This is important because historically, under apartheid, South African education was racially segregated and unequally funded. White schools received the best resources.

Education researcher Samantha Kriger took a closer look at what actually happens in admissions to schools in the Western Cape that used to be exclusively white (known as Model C schools). She set out her findings in a book coauthored with education academic Jonathan Jansen. Though Who Gets In and Why was published in 2020, she says the circumstances remain the same in most of these schools. Here she answers some questions about what she found.

How is the admissions portal supposed to work?

Parents apply online to a minimum of three and maximum of ten schools, via the Western Cape education department admissions portal. The schools receive the applications via the portal and assess them based on provincial guidelines. That implies schools can discriminate between applications.

Schools submit a list of accepted, declined and waiting-list learners to the province via the portal.

Why and how did you research school admissions?

We wanted to know why formerly white schools still looked much as they had under apartheid (with high enrolment of white pupils).

The initial research included school data from the Centralised Education Management Information System, the official data management system used by the Western Cape Education Department. This digital database records and tracks all key information about learners, teachers and schools in the province. The data revealed that many former “Model C” schools continued to preserve their historically exclusive enrolment criteria.

Under apartheid Model C schools were whites-only public schools. In 1990 they were semi-privatised, giving their governing bodies greater control over finances, admissions and staffing.

We used a qualitative case study approach, focusing on 30 historically white primary schools in the wealthier southern suburbs of Cape Town. All the schools allowed us to visit and shared information about their admissions processes.

As researchers we visited sites and interviewed principals, admissions officers, staff and stakeholders (such as estate agents and provincial education officials). We also analysed school documents and enrolment data. The study used pseudonyms to protect participant anonymity.

We then analysed admissions practices in relation to broader political, policy and socio-economic contexts.

Some of the schools were wealthy institutions, as measured by the school location and facilities, tuition fees and the range of extramural activities that they offered. Others were not wealthy.

What did you find?

The majority of the schools maintained their white enrolment. This was not simply the result of lingering residential segregation, but was often tied to school-level practices and socio-economic gatekeeping.

These schools frequently employ subtle, yet effective, admissions strategies that indirectly exclude lower-income, predominantly Black families. For example they choose applicants from specific feeder areas with high property prices, emphasise English or Afrikaans proficiency tests, or charge high school fees. Strong alumni networks and parent bodies, historically dominated by white families, also play a role in sustaining existing demographics by influencing school governance and admissions decisions.

South Africa’s public education policy promotes equal access. Yet we found that, in practice, these schools filter who gets in.

In South Africa, prior to 1994, the racially segregated education system privileged white learners while systematically underfunding schools for Black African, Coloured and Indian communities. More than 30 years later, deep inequalities persist because race and class remain closely linked.

High-fee former white schools often exclude, in practice, many Black, Indian and Coloured families who cannot afford the costs or meet other socio-economic entry barriers.

Admissions criteria such as language preference, application deadlines, early registration practices and school proximity can function as indirect mechanisms of exclusion.

For example, many parents are unaware that certain schools “lock in” preferred candidates years before formal Grade R or Grade 1 enrolment. This often occurs through unofficial feeder systems, where pre-primary schools enrol children as young as two years old, typically at a substantial financial cost. By the time applications open to the general public, most places have already been informally allocated.

This dynamic is evident in high school admissions too. Preference is frequently given to learners from designated primary schools. Candidates without prior affiliation may stand a chance only if they bring added value, such as athletic excellence, or musical or artistic abilities that align with the school’s interests.

These practices can unintentionally disadvantage families from lower socio-economic backgrounds who engage the system later or lack access to early-stage enrolment opportunities.

Language requirements are often framed as necessary for ensuring that learners can cope with the school’s curriculum. But they may indirectly exclude applicants from homes that mostly use African languages. For many black African families, especially those from lower-income or rural backgrounds, limited exposure to English or Afrikaans before school entry can disadvantage their children in admissions assessments or interviews.

The emphasis on early “lock in” and complex documentation also benefits families who are digitally literate, well-resourced and socially networked.

Another troubling finding was the role of parental profiling in admissions. Some schools assess the social standing of families, including their income, occupation, and perceived “fit” with the school’s culture.

Why does it matter that school admissions work this way?

The implications are serious. While the constitution and education policy mandate non-discrimination and the right to basic education, the reality is that access to elite public schools remains stratified. This is not only by geography or academic ability but by social capital. The effect is to reinforce existing race and class divides.

If transformation in education is to be more than cosmetic, policies must be matched with oversight, transparency, and a commitment to dismantling the quiet mechanisms of exclusion.

Samantha Kriger does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

– ref. Elite schools in South Africa: how quiet gatekeeping keeps racial patterns in place – https://theconversation.com/elite-schools-in-south-africa-how-quiet-gatekeeping-keeps-racial-patterns-in-place-258720