Chrystal A. George Mwangi, a transnational Black women scholar, is an associate professor of higher education at George Mason University. Adaurennaya "Ada" C. Onyewuenyi, a second-generation Nigerian of the Igbo tribe, is an associate professor of psychology and affiliate faculty of African American studies at The College of New Jersey.

• ContentsSeries Foreword James A. Banks  xiForeword: What Do You Know About and How Do You Study "Black and Immigrant Students"? Janice B. Fournillier  xvAcknowledgments  xixIntroduction: Complicating Blackness and Immigration   1Hidden in Blackness   1Black Immigration Flows and Immigration Policies  2Black Immigrant Demographic Shifts in the United States   6How We Enter: Author Positionalities  9Organization of the Book   131.  Lifting the Veil on the Landscape of Black Immigrant and U.S. Education Scholarship   14The Research Landscape   14Reframing Black Immigrants' U.S. Educational Experiences   18Conclusion  212.  Complicating Racial Identity Development  22Black Identity Development Theories  22Black Immigrants and Black Identity Development  26Linking Blackness and Nativity, Ethnicity, and Nationality  31Centering Power in Understanding Black Immigrants' Racial Identity Development  383.  Complicating the K–12 Education System and Structures  40School Environment  40Family vs. School or Family and School?  54Conclusion  564.  Complicating K–12 Social Support and Resources: Black Immigrant Youth Navigating Gatekeepers and Shepherds  57Gatekeepers and Shepherds  58Family and Community Expectations, Socialization, and Support  58Peers as Facilitators, Supporters, or Prohibitors   67Teachers and School Counselors as Interrupters, Advocates, or Instigators  75Black Immigrant Students' Strategies to Navigate Various Environments and Relationships  80Conclusion  825.  Complicating Access to Higher Education  83Framing the College-Going Process  84College-Going Motivators, Supports, and Resources  85Barriers to the College-Going Process  94Conclusion 1006.  Complicating Student Experiences in Higher Education   101Adjustment to College   101Experiences With Campus Culture and Climate for Diversity   104Classroom and Academic Experiences   109Social and Peer Engagement   112Conclusion   120 7.  Complicating Education and Workforce Outcomes   121Educational Outcomes: Complicating the Success Story   121Workforce Participation and Outcomes   125Conclusion: Hidden No More: The Black Diasporic Illumination Framework   131Developing the BDI Framework: Theoretical and Conceptual Grounding   131BDI Framework   133Implications for Future Research   136Implications for Education Practice and Policy   138Conclusion   140Epilogue: A Love Letter to Black Immigrant Students Navigating the U.S. Education System   142Appendix: Data Sources and Research Designs   145Endnotes   155References   157Index   193About the Authors  201

Chrystal A. George Mwangi, a transnational Black women scholar, is an associate professor of higher education at George Mason University. Adaurennaya "Ada" C. Onyewuenyi, a second-generation Nigerian of the Igbo tribe, is an associate professor of psychology and affiliate faculty of African American studies at The College of New Jersey.

• ContentsSeries Foreword James A. Banks  xiForeword: What Do You Know About and How Do You Study "Black and Immigrant Students"? Janice B. Fournillier  xvAcknowledgments  xixIntroduction: Complicating Blackness and Immigration   1Hidden in Blackness   1Black Immigration Flows and Immigration Policies  2Black Immigrant Demographic Shifts in the United States   6How We Enter: Author Positionalities  9Organization of the Book   131.  Lifting the Veil on the Landscape of Black Immigrant and U.S. Education Scholarship   14The Research Landscape   14Reframing Black Immigrants' U.S. Educational Experiences   18Conclusion  212.  Complicating Racial Identity Development  22Black Identity Development Theories  22Black Immigrants and Black Identity Development  26Linking Blackness and Nativity, Ethnicity, and Nationality  31Centering Power in Understanding Black Immigrants' Racial Identity Development  383.  Complicating the K–12 Education System and Structures  40School Environment  40Family vs. School or Family and School?  54Conclusion  564.  Complicating K–12 Social Support and Resources: Black Immigrant Youth Navigating Gatekeepers and Shepherds  57Gatekeepers and Shepherds  58Family and Community Expectations, Socialization, and Support  58Peers as Facilitators, Supporters, or Prohibitors   67Teachers and School Counselors as Interrupters, Advocates, or Instigators  75Black Immigrant Students' Strategies to Navigate Various Environments and Relationships  80Conclusion  825.  Complicating Access to Higher Education  83Framing the College-Going Process  84College-Going Motivators, Supports, and Resources  85Barriers to the College-Going Process  94Conclusion 1006.  Complicating Student Experiences in Higher Education   101Adjustment to College   101Experiences With Campus Culture and Climate for Diversity   104Classroom and Academic Experiences   109Social and Peer Engagement   112Conclusion   120 7.  Complicating Education and Workforce Outcomes   121Educational Outcomes: Complicating the Success Story   121Workforce Participation and Outcomes   125Conclusion: Hidden No More: The Black Diasporic Illumination Framework   131Developing the BDI Framework: Theoretical and Conceptual Grounding   131BDI Framework   133Implications for Future Research   136Implications for Education Practice and Policy   138Conclusion   140Epilogue: A Love Letter to Black Immigrant Students Navigating the U.S. Education System   142Appendix: Data Sources and Research Designs   145Endnotes   155References   157Index   193About the Authors  201

Chrystal A. George Mwangi, a transnational Black women scholar, is an associate professor of higher education at George Mason University. Adaurennaya "Ada" C. Onyewuenyi, a second-generation Nigerian of the Igbo tribe, is an associate professor of psychology and affiliate faculty of African American studies at The College of New Jersey.

• ContentsSeries Foreword James A. Banks  xiForeword: What Do You Know About and How Do You Study "Black and Immigrant Students"? Janice B. Fournillier  xvAcknowledgments  xixIntroduction: Complicating Blackness and Immigration   1Hidden in Blackness   1Black Immigration Flows and Immigration Policies  2Black Immigrant Demographic Shifts in the United States   6How We Enter: Author Positionalities  9Organization of the Book   131.  Lifting the Veil on the Landscape of Black Immigrant and U.S. Education Scholarship   14The Research Landscape   14Reframing Black Immigrants' U.S. Educational Experiences   18Conclusion  212.  Complicating Racial Identity Development  22Black Identity Development Theories  22Black Immigrants and Black Identity Development  26Linking Blackness and Nativity, Ethnicity, and Nationality  31Centering Power in Understanding Black Immigrants' Racial Identity Development  383.  Complicating the K–12 Education System and Structures  40School Environment  40Family vs. School or Family and School?  54Conclusion  564.  Complicating K–12 Social Support and Resources: Black Immigrant Youth Navigating Gatekeepers and Shepherds  57Gatekeepers and Shepherds  58Family and Community Expectations, Socialization, and Support  58Peers as Facilitators, Supporters, or Prohibitors   67Teachers and School Counselors as Interrupters, Advocates, or Instigators  75Black Immigrant Students' Strategies to Navigate Various Environments and Relationships  80Conclusion  825.  Complicating Access to Higher Education  83Framing the College-Going Process  84College-Going Motivators, Supports, and Resources  85Barriers to the College-Going Process  94Conclusion 1006.  Complicating Student Experiences in Higher Education   101Adjustment to College   101Experiences With Campus Culture and Climate for Diversity   104Classroom and Academic Experiences   109Social and Peer Engagement   112Conclusion   120 7.  Complicating Education and Workforce Outcomes   121Educational Outcomes: Complicating the Success Story   121Workforce Participation and Outcomes   125Conclusion: Hidden No More: The Black Diasporic Illumination Framework   131Developing the BDI Framework: Theoretical and Conceptual Grounding   131BDI Framework   133Implications for Future Research   136Implications for Education Practice and Policy   138Conclusion   140Epilogue: A Love Letter to Black Immigrant Students Navigating the U.S. Education System   142Appendix: Data Sources and Research Designs   145Endnotes   155References   157Index   193About the Authors  201