Abstract:
The following thesis provides an empirical case study in which a group of 6 first
generation female Afghan Canadian youth is studied to determine their identity
negotiation and development processes in everyday experiences. This process is
investigated across different contexts of home, school, and the community. In terms of
schooling experiences, 2 participants each are selected representing public, Islamic, and
Catholic schools in Southern Ontario. This study employs feminist research methods and
is analyzed through a convergence of critical race theory (critical race feminism), youth
development theory, and feminist theory. Participant experiences reveal issues of racism,
discrimination, and bias within schooling (public, Catholic) systems. Within these
contexts, participants suppress their identities or are exposed to negative experiences
based on their ethnic or religious identification. Students in Islamic schools experience
support for a more positive ethnic and religious identity. Home and community provided
nurturing contexts where participants are able to reaffirm and develop a positive overall
identity.
