233 p., The experiences of Black females have received little attention in Canadian research on education. As a result, little is known about how Black females experience schooling, and even less is known about the specific challenges they face on account of their gender and its interconnection with race, class, immigrant status and other aspects of their identity. In this dissertation, I examine the schooling experiences of a group of young, Black, females of Caribbean descent. Through the use of anti-racism feminism and immigrant integration theories, the author looks at the relationship between their experiences of school and their understanding of their identity. Argues that the young women's negotiation of schooling is intimately linked to their understanding of their identity - an understanding that is filtered through race and gendered lenses, and is a product of their status as Canadian children of immigrant, Caribbean parents, living in a multicultural society.
