This thesis explores three main questions: (1) How is diversity and equity in education in Manitoban schools addressed and does this include mixed-raced students?, (2) What are mixed-race students’ experiences with and perceptions of ethnocultural equity in the Manitoban secondary school system and how do these experiences impact their personal and collective identities in the following areas: Social (relationships with peers and family members), Political (notions of Canadian identity and citizenship), Identity (sense of cultural and racial identity and social positioning), Cultural (influences of related cultural groups and communities), and Pedagogical (instructional materials, relationships with teachers and staff, teaching practices and pedagogies, school policies and initiatives) and (3) What can educators and teacher-educators learn from this research that could be used toward a more informed and successful practice? Conclusions are that more work needs to be done to develop a provincial antiracism and ethnocultural policy document for development and implementation that will help establish a system of accountability and consistency, assist our leaders in understanding the complexities of mixedness, establish relationships with different relevant community groups and families, critically examine the curricula for bias, investigate student placement, provide opportunities for counselling staff, explore how to prepare staff to deal with racial and ethnocultural harassment, and consider the representation of mixedness in the staff population. / February 2017