Ruth McKoy Lowery, PhD, is professor of children’s literature and literacy, and associate chair of the Department of Teaching and Learning at the Ohio State University. Her current research focuses on immigrant and multicultural literature, the adaptation of immigrant and at-risk students in schools, and preparing teachers to teach a diverse student population. Mary Ellen Oslick, PhD, is an assistant professor of literacy and reading at Stetson University in DeLand, Florida. She teaches undergraduate and graduate courses in reading methods, children’s literature, and critical literacy practices throughout the content areas. Rose M. Pringle, PhD, is an associate professor in science education in the School of Teaching and Learning at the University of Florida. Her research agenda extends into two parallel, yet related research areas in science teacher education.

This captivating and compelling book is filled with tremendous intellectual vitality. Each contributor has provided a well-researched, thoughtfully well-written and well-described account of the experiences of immigrants in the United States. Readers will greatly appreciate the accounts and analysis of immigrant experiences that are portrayed against the complex, troubling, and political background of the current times.

• Foreword—Barbara A. Lehman Poem: Silenced by Language—Christina Levy Introduction: Immigrant Discourses Beyond Educational SpacesRuth McKoy Lowery, Mary Ellen Oslick, and Rose M. PringlePart 1: Research and ImplementationChapter 1: Our Stories: Voices of Jamaican Immigrant ParentsRuth McKoy Lowery and Rose M. PringleChapter 2: The Intersection of Culture, Scholarship, and Survival: Nigerian College Graduates in America’s Higher InstitutionsJustina OgodoChapter 3: Culturally Responsive Leadership Development Project for Mental Health & Resilience: A Case Study of Bhutanese-Nepali Women in Central OhioBinaya Subedi, Arati Maleku and Sudarshan PyakurelChapter 4: A Pedagogy of Inquiry: Preparing Teachers to Work with Immigrant FamiliesChristian WinterbottomChapter 5: Creating Worlds from Wordlessness in The Arrival: A Dramatic Dialogic Inquiry Approach to Immigration with Pre-Service TeachersNithya SivashankarPart 2: Practice and ReflectionChapter 6: Usher’s New Look: Transforming Lives of Immigrant Teens through Spark Exploration and Peer-to-Peer ProgrammingCareshia Moore and Yvette Cook DarbyChapter 7: A Non-Immigrant’s Immigrant Experience: Relocating After Hurricane Maria Carrie Teston Geiger Chapter 8: Being Strategic in Planning: Financial Education for Immigrant FamiliesSandra Benain-Reid-McKoy Chapter 9: Bridging the Gap: Using Emphatic Intentions to Connect with the Displaced ImmigrantAngie McDonaldPart 3: ResourcesChapter 10: Resources on Immigrants and RefugeesMary Ellen Oslick, Marla Goins, and Shawn Anderson Brown