Young black girls are an ignored and invisible population. One of the great problems involved in documenting the early experience of black girls in the school is that they have not been the focus of social science research. There is no mention in the literature of the special identity and experience of black girls in schools. Two sources of data give some information about the socialization of black girls in their early schooling. The first source is the literature on the teacher's relationship with young black and white girls in the classroom. The second consists of examining the teacher's characteristic interactions with black children (both boys and girls) in the classroom. A review of the literature of sexual and racial discrimination in schools illustrates the non critical, ethnocentric vision of most social science research, which seems to rationalize and objectify prejudicial views, rather than to critically respond to the origins of injustice. Complicating the effects of racism and discrimination is the fact that the young black girl suffers from being unchildlike in middle class terms. Future research should focus on the prominence, potential, and strengths of black girls. This means that social science must not remain preoccupied with their deprivation, their deviance and their strangeness, but rather seek to understand the social meaning of their cultural perspective. (Author/AM)