Globalization is affecting nearly every aspect of life, from communications to work, but its effects on diasporic communities are ones that will pose challenges both for immigrant students and their schools in the coming years, as students try to navigate schools and the ways of Western schooling. By drawing on his previous scholarship on diaspora and identity (Bhatia, 2007, 2008; Bhatia & Ram, 2001, 2004), the author analyzes how global immigrant youth living in diaspora communities are transformed by participating in the real and imagined cultural practices of their homeland while simultaneously coming to terms with the collective cultural practices of schooling, peers, and various forms of popular culture in their new host nations. In particular, this chapter reframes recent writings about the experiences of Somali youth immigrants to Canada by calling attention to how these youth draw on local and transnational practices, political affiliations, and specific practices linked to racial categories (e.g., "Black" symbols of culture, in North American terms) to define their identities, taking up key questions that youth themselves must grapple with in their new situations. The author examines these writings by asking what they reveal about how Somali Canadian youth frame and interpret their sense of blackness and as youth of color in their new life in the public school system in Canada. He also considers how these Somali youth reconcile traditional notions of Somali heritage and Islamic practice with hip-hop culture in their acculturation trajectories and their changing notions of cultural citizenship. Last, the author considers how this example of one community's struggle has implications for how one studies assimilation and acculturation in the context of schooling.