This thesis examines the implications of status-quo-ism in Metro-Montreal's school system. Addressing minority and power issues, it explores the influence of curriculum, pedagogy and environment on the school experiences of young Black females. As these young women attempt to participate in the social and academic milieu of the school, are their behaviour patterns circumscribed by racial, gender, or class biases?  What are the social, emotional and psychological ramifications, and how do these influence their academic progress and subsequent efforts to become constructive contributors to society? This study is written from the perspective of a Black, female teacher of West Indian origin and is based on the experiences of nine young Black women and three young Black males who have been educated in the schools of Metro-Montreal. It draws on the insights of Canadian, American and British educators such as George J. Sefa Dei, bell hooks, and Heidi Safia Mirza on female and black issues, and offers an interpretation of classroom dynamics which reveals some unique pedagogical challenges faced by today's educators. Most importantly I explore the negative consequences of educators' failure to rise to these challenges on students' ability to maximize their potential.