In the conceptual essay "Humanizing the Black Immigrant Body: Envisioning Diaspora Literacies of Youth and Young Adults from West African Countries," we highlight possibilities for research, literacy teaching, and teacher education when intentionally naming, affirming, and building with the humanity of Black immigrant youth and young adults from African countries through literacy practices of the body—what we conceptualize as humanizing the Black body. Specifically, we examine embodied Diaspora literacies as affirming and extending presences and absences of Black bodies of immigrant youth and young adults across two contexts: an after-school African Club in a high school in New York City, and an in-depth qualitative inquiry of civic learning and action-taking of immigrant youth and young adults from West African countries.
This article examines research on the language and literacy practices of Black immigrant and Black transnational youth of Caribbean origin and, in so doing, challenges the binary categories of immigrant and transnational. Analysis reveals how these young people navigate other-assigned racial categories and attendant language and literacy practices, and how some successfully construct ethnoracial and micro-cultural identities and practices as Blacks of Caribbean origin who were expanding their original language, cultural, and literacy practices to display membership in dynamic multicultural communities.
In this conceptual essay used to introduce the special issue titled, Clarifying the Role of Race in the Literacies of Black Immigrant Youth," I argue for centralizing race in research that examines Englishes and literacies of the largely invisible population of Black immigrant youth in the United States. Drawing from diaspora literacy, transnational literacy, and racial literacy, I present the framework for Black immigrant literacies to illustrate how these lenses can work together to clarify the role of race in Black immigrant literacies. Through this framework, I invite researchers, practitioners, and parents to better understand and support the literacies of Black immigrant youth.
This chapter explores the intersection of multimodal literacies and racial identities of Black immigrant youth in the United States (U.S.). In this meta-analysis, the author illustrates how modal tools and spaces serve as sites of resilience and identity (re)framing.
This article combines the theories of raciolinguistics and moral licensing to explain the behaviors of White American teachers toward Black immigrant students.
Using a narrative case study approach, this article highlights the language use, literacy practices, positioning, and methods of resistance of an individual participant.
We present one African immigrant student’s narratives of multilingualism, culture, identity, and literate life in and out of school. The narratives reveal ascribed identities, racialization, and perceived language hierarchies in the participant’s daily life and suggest a need to counter such narratives and disrupt the reproduction of linguistic and racial inequality in our society.
This study details ways in which one Black immigrant family and their teacher drew upon transnational literacies and children’s literature as a basis for discussing issues of race and racism during their engagement in a critical family literacy workshop.
In this article, we use the conceptual metaphor—nan lonbraj la (“in the shadows”)—to explore racial and linguistic experiences of three young Haitian immigrants.
We begin with an autoethnography that highlights the education of a multilingual Ugandan prior to her arrival in the U.S. Our methods and analyses are informed by critical policy analysis and critical race theory. We draw on these methods to examine the literacies of Black immigrant youth and present an in-depth view of how language ideologies are used to shape and influence second language laws and policies at the federal, state, and local levels.
This paper explores the experiences of students identified as Black English learners (ELs) in K–12 U.S. school settings. Through an essay that draws from critical race theory and linguicism, I present scenarios from the lives of this traditionally marginalized population to demonstrate the need for social justice, civil rights, and inclusive practices.
This article is about how first- and second-generation Black male immigrant collegians use translanguaging to create cultural academic enclaves and how they utilize leadership organizations to navigate a Hispanic-serving institution where they experience structural placism.
In the last decade, research and practices related to early warning indicators—indicators that identify when students are at risk of dropping out of school—have made great advances. This article summarizes the emerging research and practice examining the development, use, and conditions influencing the use of early warning indicators.
This study is a response to the call for targeted research on strategies used by research–practice partnerships (RPPs) to address challenges. Using a grounded theory approach in order to better understand challenges and dynamics within RPPs, we analyzed qualitative interview data inductively to identify common themes discussed by respondents around the following four research questions: (1) What strategies are employed by researchers and practitioners in RPPs to address challenges related to member turnover? (2) What strategies are employed by researchers and practitioners in RPPs to foster trust among members? (3) What strategies are employed by researchers and practitioners in RPPs to build common language within the partnership? (4) What strategies are employed by researchers and practitioners in RPPs to address challenges related to navigating the complex educational systems in which partnerships are located?
Using early warning indicators and developing an early warning indicator system (EWIS) are complex endeavors for many school districts, especially smaller districts without access to an internal research team or experience implementing similar data-oriented initiatives at scale. In this article, the authors describe a number of key considerations school districts and others need to take into account when developing and deploying an EWIS.
This chapter describes the use of leading indicators, organizational and leadership early warning indicators, to guide a district leader in the implementation of a racial equity policy.
This article investigates potential applications of machine learning methods to identifying students who are not on track for educational attainment outcomes such as completing high school. The intent is for such methods and their associated predictions to be used in an early warning indicator/systems context.
This article reviews research on data and evidence use in research–practice partnerships to identify conditions under which evidence from early warning indicator systems might be used productively.
In this article, we use sensemaking theory, prior literature on academic data use, and research from a study of “early adopter” California districts to develop a framework for understanding conditions likely to shape educators’ use of social–emotional learning indicators to inform practice.
Young people are more likely to develop into effective learners when their learning environments afford them certain kinds of experiences, but how can schools systematically ensure they provide those important developmental experiences to all of their students? We offer a conceptual framework that aims to answer this question by integrating insights from empirical literatures in education, psychology, and developmental science; innovations from early warning indicator methods; and our own experiences as researchers working in partnership with practitioners to build more equitable and developmentally supportive learning environments.
This article augments understanding of school districts’ implementation of early warning indicator systems through studying the case of one urban unified school district.
This chapter presents a conceptual framework on the use and development of indicators for continuous improvement. It illustrates features of the conceptual framework through the analysis of two sample cases from a district context.
This article describes an approach to data use in schools, which we term “practice-driven data,” that grew out of work in Chicago’s public high schools over the past decade. While the University of Chicago helps Chicago school leaders identify research-derived early warning indicators using administrative data, this case study outlines the conditions for successfully using those data-based indicators in practice.
This chapter outlines the process and recommendations of Pathways to Adult Success, a nationwide collaborative learning community initiated by the Johns Hopkins Everyone Graduates Center, to apply and extend early warning systems practices and principles to improve equitable postsecondary education outcomes for all students, particularly those from disadvantaged and minority groups.
Using a care framework, and drawing from interviews with district administrators, school personnel, high school students, and their caregivers, we examine the ways in which a school district enacted care toward hurricane-displaced Puerto Rican families as well as the ways in which families received such care. Findings show that care was effectively enacted and received when addressing families’ immediate needs (e.g., food, clothing, educational materials) but was perceived as insufficient with regard to supports for mental health, and inconsistently deployed as related to supports for academic success.