Through programs that directly fuel desegregation in schools, our education systems have become a melting pot of diverse races, languages, economic statuses, and abilities. Over the past fifty years, programs have been put in place to move students who live in school districts without quality educational choices to schools that can provide a quality education to all who attend. Generally the trend appears to be that the highest quality schools are located in suburban areas, leaving children living in “black” inner-city areas to abandon their neighborhoods' failing school systems and move to these “white” suburban schools. (Angrist & Lang, 2004) This mix of urban and suburban cultures creates new challenges for both students and teachers. Children from the inner city typically have lower grades, take very few AP classes, and have a much higher dropout rate than their suburban peers. This has been a much explored and studied area over the years, but the trend of knowledge gap among children appears to continue. Perhaps one area that needs to be further explored is the differences in cultural identity in these two groups of students and its impact on the education these students wish to obtain. In this article I will present the numerous theories built around the process of defining one's identity. and provide examples of how this identity shapes students' engagement and actions in school. I will also reflect on the importance of systems that promote the formation of an equitable identity for both urban and suburban children. It is critical to the success of American schools to understand that a blend of cultures creates a blend of identities... middle of paper ......6, 747-770 Adams, G. R., & Marshall, SK (1996 ). A social psychology of identity development: Understanding the person in context. Journal of adolescence19, 429-442. Bosma. HA 11992). Identity in adolescence: Managing commitments. In G. R. Adams. TP Gullotta,& R. Mox\.sm-dyor (EiSs.). Adolescent identity formation (pp. 91-12Peters, S. (2002) Inclusive education in accelerated and professional development schools: a case-based study of two school reform efforts in the United States, International Journal of Inclusive Education, 6 (4), 287 –308.Alton-Lee, A. (2003) Quality teaching for diverse students in school: best synthesis of the evidence (New Zealand, Ministry of Education), June 2003.Fearon, James 1999. “What Is Identity (As We NowUse the Word)?” Unpublished manuscript. Stanford University, Stanford, California, November 3.