This thesis investigates how young adults of African heritage construct and negotiate theii identities within Swedish educational spaces. Despite Sweden's egalitarian self-image, schools frequently function as sites of racial visibility and structural exclusion for these youths. Drawing on fifteen qualitative interviews with young adults in Sk.ne, Sweden, the study employs Stuart Hall's theory of diasporic identity, Homi Bhabha's concept of the third space, and Jean Phinney's ethnic identity development model. Findings reveal that participants navigate a double bind of being perceived as neither fully Swedish nor fully African. In response, they employ strategies such as code-switching, leveraging family anchors, and protective resistance. Ultimately, these youths actively construct hybrid Afro-Swedish identities. The study concludes that identity negotiation is a structural necessity rather than a free choice, highlighting the gap between formal inclusion and lived realities in Swedish schools.