| This study looks at the students' view of life in an urban school, the role school plays in creating their identities, and what can be done by schools to create new possibilities for young women of minority populations. Seeking to gain an understanding of academically successful adolescent African American females' experiences in a School District of Philadelphia urban middle school, the study's main question was: What do African American adolescent females perceive as factors that impede or enhance their academic experiences and achievement? Focusing on the perspectives of participants about the impact of race and gender on their identities within the content and context of school, family, and community revealed how these experiences affect their lives and academic success, and what meanings they attach to those experiences. By providing these young women a vehicle of articulation, insights were gained into their thoughts on the structures, practices, and strategies used in urban middle schools that enhance or impede the advancement of their future objectives, goals, and aspirations.;Employing a combined theoretical and analytical framework of mainly black feminist thought, critical race theory, and identity theory, provided a unique perspective of analysis and interpretation of research data using constant comparative analysis anchored in grounded theory.;Salient findings revealed that organizational structures, procedures, and policies affect urban students' ability to reconcile their personal identities with school, home, and community expectations, norms, and values. In addition, judgments and norms established by the peer group provide a social network for students who feel estranged from school and often negatively affect the academic success of many successful students. Perhaps most important for these young women was the overwhelming extent to which their gender identities undermine the development of their racial identities within school environments. Finally, expressed sexual behaviors and lack of a strong adult support system both in and out of school profoundly affect urban students' identity and academic achievement.;Recommendations include teacher-training programs that are specific to urban middle school education, a need for programs that extend and cement family-school relationships, as well as leadership development specific to urban school education. |
