FAMILY, SCHOOLING AND THE IDENTITIES OF SECOND-GENERATION BLACK TRINIDADIAN WOMEN by STACY KAREN GIBBS (Under the Direction of Jerome Morris) ABSTRACT In the U.S. race relations are often seen dichotomously as a black and white issue, rarely highlighting intra-racial and ethnic dynamics within race. In the case of second-generation black West Indians, their identities—racial, ethnic, and cultural—are varied and complex. Although these individuals are born in the U.S., they oftentimes are socialized within their families as West Indian and within their schools as African-Americans. Although they undergo no physical migration, they are faced with the dilemmas of choosing among a racial, ethnic, and or national identity. Existing research analyzes the identities of first and second-generation West Indians; however, an overwhelming abundance of the data focuses primarily on individuals of African, Jamaican and Haitian descent (Henke, 2001; Palmer, 1995; Schiller, 1987; Waters, 1999). Therefore, this study will add to the existing body of work on the identities of West Indians, ultimately providing a deeper understanding of this group by focusing exclusively on the experiences of second-generation Trinidadians. The purpose of this study was to examine the factors that influence the racial and ethnic identity choices second-generation black Trinidadians. Furthermore, this study was particularly interested in both the interaction between their identities and the various contexts and institutions to which they belong and the extent to which these contexts and institutions influence their self- identification label choices. Data were collected through open-ended and semi-structured face- to-face interviews with eight second-generation black Trinidadian women. The results of this study indicate that although the participants discussed the influence of peers and schooling, they attributed the home as most influential in shaping their ethnic identities. Results also indicate that these women preferred an ethnic identity, in comparison to a broad racial identity. Recommendations for theoretical understandings of immigrant Black Trinidadian identity, future research, and educational implications are discussed. Educational implications specifically highlight the need for educational institutions to consider the unique experiences and identities of the black students they serve—particularly second-generation immigrants. Though born in the United States, these young people have been greatly shaped within their homes by the social and cultural framework their parents brought to the shores of the United States. INDEX WORDS: Second-Generation, Trinidadians, Women, African-Americans, Identity, Race, Ethnicity, Socialization, Family, Schooling, Intra-racial, Multicultural education FAMILY, SCHOOLING AND THE IDENTITIES OF SECOND-GENERATION BLACK TRINIDADIAN WOMEN by STACY KAREN GIBBS B.S., University of South Florida, 1997 M.Ed., Georgia State University, 2000 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2011 © 2011 Stacy Karen Gibbs All Rights Reserved FAMILY, SCHOOLING AND THE IDENTITIES OF SECOND-GENERATION BLACK TRINIDADIAN WOMEN by STACY KAREN GIBBS Major Professor: Jerome Morris Committee: Derrick Alridge Thomas Hébert Judith Preissle Kecia Thomas Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia May 2011 DEDICATION To the women whose blood I carry--my paternal grandmother, Agatha Veronica Campbell (1926-2009) and maternal aunt, Eugenia Ann Huggins (1935-2009). To the women of this study, whose stories I live to tell. iv ACKNOWLEDGMENTS I am immediately reminded of a portion of II Corinthians 12: 9 that carried me through many, many restless nights. In the midst of my darkest hours, I would hear God say, ―My grace is sufficient for you, for My strength is made perfect in weakness.‖ Lord, thank you for enabling me to make it to the end of this journey. Without your strength, love, grace and mercy, I do not know where or who I would be. Absolutely nothing and no one has made it possible for me to get through the last 10 years except you, and for this I am eternally grateful. This project would have never come to fruition had it not been for the following people whom you placed on my path, so I take this moment to honor them. I start with Dr. Jerome Morris, my advisor, mentor and intellectual brother, who guided me through this entire process. He was there when I began my journey as a doctoral student, ignited my passion for studying the lives of Black people, recognized my academic strength, and pushed me beyond. I questioned whether this day would ever arrive, so I thank you, Dr. Morris. Your patience, firm yet tender expectations, and ability to believe in me when I had stopped believing in myself allowed me not only to see the light at the end of the tunnel but also to follow it until I completed this important work. I am also eternally grateful to your family for opening their hearts and home and adopting me as one of their own. I thank my committee members for their invaluable insight, suggestions and contributions to this work. Dr. Derrick Alridge, thank you for your quiet strength and fostering my understanding and appreciation for Black intellectuals and their influence on the academy. Your high expectations guided my efforts and will continue to inspire me in the future. Dr. Thomas v Hébert, I will always cherish your warmth and attention to the details of my early work as a doctoral student. Dr. Judith Preissle, thank you for introducing me to the fascinating world of qualitative inquiry. The preliminary research I conducted in your Anthropology of Education course served as the catalyst to this final dissertation. I will always remember your smiles and endless words of encouragement. Finally, Dr. Kecia Thomas, you model with poise what it is to be a minority woman working within an institution while simultaneously challenging it to confront its practices that hinder diversity and opportunities for those it serves. Thank you for your bravery and being a voice for those who cannot speak for themselves. My long-time supporter, Dr. Myra Womble, thank you for your frank, no-nonsense and practical advice, ―Whatever your motivation needs to be, find it, and get it done.‖ Little did you or I know I would defend one year to the date after you stated those words. You reached out to me by phone and email, returned my calls, advocated for me, and simply cared enough to tell me what I needed to hear--straight up, no chaser. You‘re the best. To my newest source of inspiration, thank you for making this Mission Possible. In a short space of time, you have become so much more than just my colleagues. Thank you for the constant laughs, camaraderie, and for cheering me on through this process. I extend a special thank you to Kris Britton, my ―work bestie.‖ In your own unique way you have supported me like no other little buddy could. Thank you for breaking bread with me, staying late at the office when you really didn‗t have to, and extending yourself above and beyond. My Lithonia Bulldogs family, I left you in 2008, but you will always be my folk. Ms. Carolyn Mills, from the trailers to the 800 hall, we held it down. Dr. Felicia Rhone, you were the best department head anyone could have. I am also thankful to my New York, Florida and Georgia family and friends, whose long distance support and love provide a permanent comfort. vi My closest friend and sister, La Shane, we have cried together, laughed together and supported each other through some of our most difficult moments. This has been a long road, but you have always been there to lend your support, wisdom and humorous accounts of your many wild and crazy adventures. I thank you for always encouraging me to see and experience the brighter side of life. Your grace and resiliency are phenomenal, and I am honored to have you in my corner. Thank you for the encouraging texts and allowing me to isolate myself during the last stretch of this work. I love you. The disappearing acts can finally be over, and I cannot wait for us to take that long awaited trip far, far away. Michael, you are my confidante, my friend and so much more. I have loved you since 1995 and watched as our lives took many twists, turns, plummets and roads right back to each other. You returned just when I needed you the most, and I embrace you with open arms. Thank you for staying up to talk to me during the wee hours of the morning, reminding me to eat and ―walking‖ me to my car on the many nights I stayed at work writing this dissertation. I cherish you always. Thinking of you keeps me awake. Dreaming of you keeps me asleep. Being with you keeps me alive. Finally, I want to honor my parents, Brian and Pinky, my biggest and loudest cheerleaders. No one on earth knows the backstory of my life like the two of you. You have always believed in my capabilities, supported my efforts and encouraged me through prayer and unconditional, unfailing love. You cultivated the many gifts and talents I have beyond my academic abilities and think I am perfect despite my imperfections. I am forever grateful to you. I will always love you and hope I have made you proud. vii TABLE OF CONTENTS Page ACKNOWLEDGMENTS ...............................................................................................................v LIST OF TABLES ...........................................................................................................................x