Invisible No Longer: Understanding the Experiences of Black Immigrants in the U.S. Educational Landscape

Session Type: Symposium

Abstract

These papers draw upon critical race theory, racial and ethnic socialization, and intersectionality to conceptually frame the ways Black immigrants experience xenophobic racism, intersectional invisibility, and navigate varying messages about their racial and ethnic identities, and immigrant status, particularly in educational spaces. Papers address Black immigrants' STEM identity and performance, intersections of race and language, and ways to amplify Black immigrant youth’s voices through multiliteracies. Together, these papers highlight the relationships between socialization, schooling experiences, transnationalism, and Black immigrant identity. This work urges us to move beyond Black immigrant invisibility to question mainstream discourses and critically examines the unique social barriers Black immigrants face as they navigate race, language, ethnicity, immigrant status, and education in the United States.

Sub Unit

• SIG-Research Focus on Black Education

Chair

• Valerie N. Adams-Bass, Rutgers University - Camden

Papers

• The Parents’ Perspectives: Black Anglophone Caribbean Students' Negotiation of Race and Language in K–12 Schools - Thacher Tracion Loutin, University of Florida

• The Impact of the Racial/Ethnic Socialization of Black Caribbean High School Students’ STEM Perceptions and Motivation - Takeshia Pierre, Tufts University; Kenesma John, University of Florida; Tam'ra-Kay Francis, University of Washington

• Doctor, Lawyer, Engineer: African and Caribbean Immigrants Discussing STEM Motivations and Preventing Generational Decline - Takeshia Pierre, Tufts University

• Supporting Black Immigrant Youth Identity Navigation by Amplifying Their Voices Through Multiliteracy Practices and Platforms - Neisha Terry Young, Stony Brook University - SUNY

Discussant

• Chonika Coleman-King, University of Florida