James, CarlNorquay, Naomi2016-09-132016-09-132013-09http://hdl.handle.net/10315/31929This research employed an anti-racist feminist theoretical framework to examine the factors that have contributed to African Jamaican female students' academic outcomes within the Canadian educational systems, with particular reference to a small city within the Greater Toronto Area (GTA). The study is of significance because there is limited Canadian literature which focuses on Black female students, how they are experiencing the educational system, and the factors which mediate their academic success or failure. I utilized a qualitative research methodology. Data collection was done in two stages. For stage one, I conducted two focus group interview sessions, with seven participants who fit the criteria of the study. From these sessions, I invited four girls (two who had experienced academic success and two who had experienced academic challenges) to participate in stage two of the investigation. In stage two I utilized structured and semi-structured individual interviews to examine the participants' lived experiences within the educational system. The data was analyzed, disaggregated and coded to identify commonalities and to distinguish characteristics that enabled their success or failure within the educational system. The study indicated that an intricate array of factors within the educational system intersects with systemic barriers to mediate Black female students academic outcomes.Author owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.Electronic Thesis or DissertationHigh schoolAcademic successAcademic failureAfrican Jamaican female studentsCanadian educational systemsGreater Toronto AreaGTA