“We’re Forgotten”: African Immigrant Girls’ Experiences in PreK-12 Education

• In Event: Preserving Spirit and Self: Narratives of Black Educational Renewal

Abstract

Although immigration from African countries to the U.S. continues to rise (Tamir & Anderson, 2022), the educational experiences of African immigrant girls remain underexplored. This qualitative study examines how second-generation West African girls navigate schooling at the intersection of race, ethnicity, and gender (Crenshaw, 1991), and within their layered social contexts (Phelan et al., 1991). Drawing on focus groups and interviews with girls and their parents, we explore how this population makes sense of their identities and relationships across home, school, and peer spaces. Findings highlight intergenerational tensions between immigrant parents and their children, which shape girls’ educational engagement and aspirations. We conclude with implications for educators and policymakers committed to advancing equity for students from immigrant backgrounds.

Author

• Ogechi Irondi, University of Pittsburgh