This timely book offers a transdisciplinary approach for understanding and improving the educational experiences of Black immigrants.Hidden in Blackness analyzes the experiences, perspectives, and development of Black immigrant students, while also complicating how race, ethnicity, nativity, and nationality are understood across the P–20 education landscape. The authors unpack how Blackness and anti-Black racism in the United States can foster Black immigrants becoming hidden in Blackness in schools and education research—meaning their Black identity is homogenized into a U.S. construction of Blackness while their ethnicity, nationality, and nativity go unacknowledged or is weaponized to subjugate other people of Color. The book culminates by offering the Black Diasporic Illumination (BDI) framework with recommendations for supporting these students with a positive sense of self and abilities in the face of racial realities. BDI bridges sociocultural ecology, ethnic-racial identity and socialization scholarship, asset orientations, and critical constructions of race and racism into a transdisciplinary approach for understanding the experiences of Black immigrants in U.S. education.Book Features: Spans the experiences and outcomes of both K–12 and higher education Black immigrant students to provide a more complete picture.Integrates a structural lens that considers the role of systemic racism, nativism, xenophobia, anti-Blackness, and white supremacy embedded within the educational experience.Amplifies the rich diversity that exists among Black communities and immigrant communities in the United States.Offers researchers, practitioners, and policymakers guidance for better supporting these students through awareness of their educational experiences, needs, challenges, and successes.Provides insights into the demographic diversity of Black immigrants (e.g., parental education level, nationality, ethnicity, English-language proficiency, and citizenship/ documentation status) and how these shape educational experiences and outcomes differently.

This timely book offers a transdisciplinary approach for understanding and improving the educational experiences of Black immigrants.Hidden in Blackness analyzes the experiences, perspectives, and development of Black immigrant students, while also complicating how race, ethnicity, nativity, and nationality are understood across the P–20 education landscape. The authors unpack how Blackness and anti-Black racism in the United States can foster Black immigrants becoming hidden in Blackness in schools and education research—meaning their Black identity is homogenized into a U.S. construction of Blackness while their ethnicity, nationality, and nativity go unacknowledged or is weaponized to subjugate other people of Color. The book culminates by offering the Black Diasporic Illumination (BDI) framework with recommendations for supporting these students with a positive sense of self and abilities in the face of racial realities. BDI bridges sociocultural ecology, ethnic-racial identity and socialization scholarship, asset orientations, and critical constructions of race and racism into a transdisciplinary approach for understanding the experiences of Black immigrants in U.S. education.Book Features: Spans the experiences and outcomes of both K–12 and higher education Black immigrant students to provide a more complete picture.Integrates a structural lens that considers the role of systemic racism, nativism, xenophobia, anti-Blackness, and white supremacy embedded within the educational experience.Amplifies the rich diversity that exists among Black communities and immigrant communities in the United States.Offers researchers, practitioners, and policymakers guidance for better supporting these students through awareness of their educational experiences, needs, challenges, and successes.Provides insights into the demographic diversity of Black immigrants (e.g., parental education level, nationality, ethnicity, English-language proficiency, and citizenship/ documentation status) and how these shape educational experiences and outcomes differently.

Offers novel frameworks and models for understanding college access and choice among communities of Color.This much-needed volume brings together academics, practitioners, students, and community members of Color to thoroughly reframe college access and choice in research and practice. Enrollment rates continue to differ substantially by race and ethnicity. While Black, Indigenous, and other People of Color remain inequitably stratified in the pursuit of higher education, many models of college choice are simply insufficient for understanding the college-going processes of diverse students. Continually centering BIPOC knowledge, assets, and needs, contributors provide a series of varied yet connected frameworks grounded in culturally sustaining, community-oriented research. Like the educational journeys it represents, the volume is a communal activity that invites participation. Each chapter concludes with a series of critical reflection questions to guide readers in deeper learning and engagement.

This timely book offers a transdisciplinary approach for understanding and improving the educational experiences of Black immigrants.Hidden in Blackness analyzes the experiences, perspectives, and development of Black immigrant students, while also complicating how race, ethnicity, nativity, and nationality are understood across the P–20 education landscape. The authors unpack how Blackness and anti-Black racism in the United States can foster Black immigrants becoming hidden in Blackness in schools and education research—meaning their Black identity is homogenized into a U.S. construction of Blackness while their ethnicity, nationality, and nativity go unacknowledged or is weaponized to subjugate other people of Color. The book culminates by offering the Black Diasporic Illumination (BDI) framework with recommendations for supporting these students with a positive sense of self and abilities in the face of racial realities. BDI bridges sociocultural ecology, ethnic-racial identity and socialization scholarship, asset orientations, and critical constructions of race and racism into a transdisciplinary approach for understanding the experiences of Black immigrants in U.S. education.Book Features: Spans the experiences and outcomes of both K–12 and higher education Black immigrant students to provide a more complete picture.Integrates a structural lens that considers the role of systemic racism, nativism, xenophobia, anti-Blackness, and white supremacy embedded within the educational experience.Amplifies the rich diversity that exists among Black communities and immigrant communities in the United States.Offers researchers, practitioners, and policymakers guidance for better supporting these students through awareness of their educational experiences, needs, challenges, and successes.Provides insights into the demographic diversity of Black immigrants (e.g., parental education level, nationality, ethnicity, English-language proficiency, and citizenship/ documentation status) and how these shape educational experiences and outcomes differently.

This timely book offers a transdisciplinary approach for understanding and improving the educational experiences of Black immigrants.Hidden in Blackness analyzes the experiences, perspectives, and development of Black immigrant students, while also complicating how race, ethnicity, nativity, and nationality are understood across the P–20 education landscape. The authors unpack how Blackness and anti-Black racism in the United States can foster Black immigrants becoming hidden in Blackness in schools and education research—meaning their Black identity is homogenized into a U.S. construction of Blackness while their ethnicity, nationality, and nativity go unacknowledged or is weaponized to subjugate other people of Color. The book culminates by offering the Black Diasporic Illumination (BDI) framework with recommendations for supporting these students with a positive sense of self and abilities in the face of racial realities. BDI bridges sociocultural ecology, ethnic-racial identity and socialization scholarship, asset orientations, and critical constructions of race and racism into a transdisciplinary approach for understanding the experiences of Black immigrants in U.S. education.Book Features: Spans the experiences and outcomes of both K–12 and higher education Black immigrant students to provide a more complete picture.Integrates a structural lens that considers the role of systemic racism, nativism, xenophobia, anti-Blackness, and white supremacy embedded within the educational experience.Amplifies the rich diversity that exists among Black communities and immigrant communities in the United States.Offers researchers, practitioners, and policymakers guidance for better supporting these students through awareness of their educational experiences, needs, challenges, and successes.Provides insights into the demographic diversity of Black immigrants (e.g., parental education level, nationality, ethnicity, English-language proficiency, and citizenship/ documentation status) and how these shape educational experiences and outcomes differently.

Offers novel frameworks and models for understanding college access and choice among communities of Color.This much-needed volume brings together academics, practitioners, students, and community members of Color to thoroughly reframe college access and choice in research and practice. Enrollment rates continue to differ substantially by race and ethnicity. While Black, Indigenous, and other People of Color remain inequitably stratified in the pursuit of higher education, many models of college choice are simply insufficient for understanding the college-going processes of diverse students. Continually centering BIPOC knowledge, assets, and needs, contributors provide a series of varied yet connected frameworks grounded in culturally sustaining, community-oriented research. Like the educational journeys it represents, the volume is a communal activity that invites participation. Each chapter concludes with a series of critical reflection questions to guide readers in deeper learning and engagement.