References
- Anderson, M. (2017, February 14). African immigrant population in U.S. steadily climbs. Pew Research Center. http://pewrsr.ch/2l55fhT
- Anderson, M., & López, G. (2018, January 24). Key facts about Black immigrants in the U.S. Pew Research Center. https://www.pewresearch.org/fact-tank/2018/01/24/key-facts-about-black-immigrants-in-the-u-s/
- Awokoya, J. T., & Clark, C. (2008). Demystifying cultural theories and practices: Locating Black immigrant experiences in teacher education research. Multicultural Education, 16(2), 49–58.
- Boutte, G., & Bryan, N. (2019). When will black children be well? interrupting anti-black violence in early childhood classrooms and schools. Contemporary Issues in Early Childhood, 22(3), 232–243. https://doi.org/https://doi.org/10.1177/1463949119890598
- Boutte, G., Johnson, G. L., Wynter-Hoyte, K., & Uyoata, U. E. (2017). Using African Diaspora literacy to heal and restore the souls of young Black children. International Critical Childhood Policy Studies Journal, 6(1), 66–79.
- Boutte, G. S., King, J. E., & Johnson, G. L. & (2021). We be lovin’ Black children. Learning to be literate about the African Diaspora. Myers Education Press.
- Braden, E. (2020). Navigating black racial identities: Literacy insights from an immigrant family. In P. Smith (Ed.), Clarifying the role of race in the literacies of Black immigrant youth, Special Issue 122 (13). Teachers College Record Yearbook.
- Braden, E., Gibson, V., & Gillette, R. (2020). Everything black is NOT bad!: Families and teachers engaging in critical discussions around race. Talking Points, 31(2), 2–12.
- Bynum, B. K. (2013). I’m a pretty little Black girl. DreamTitle Publishing.
- Capps, R., & Fix, M. (Eds.). (2012). Young children of Black immigrants in America: Changing flows, changing faces. Migration Policy Institute.
- Cook, D. A., & Dixson, A. D. (2013). Writing critical race theory and method: A composite counterstory on the experiences of Black teachers in New Orleans post-Katrina. International Journal of Qualitative Studies in Education, 26(10), 1238–1258. https://doi.org/https://doi.org/10.1080/09518398.2012.731531
- Darder, A. (2017). Reinventing Paulo Freire: A pedagogy of love. Routledge.
- Delgado, R., & Stefancic, J., (2001). Critical race theory. New York University Press.
- Diaz, J. (2018). Islandborn. Dial Books.
- Flake, S.G. (1998). The skin I'm in. Jump at the Sun/Hyperion Paperback for Children.
- Hall, J. C., & Crutchfield, J. (2018). Black women’s experience of colorist microaggressions. Social Work in Mental Health, 16(4), 491–503. https://doi.org/https://doi.org/10.1080/15332985.2018.1430092
- Jackson, J., Collins, S. N. T., Baines, J. R., Boutte, G. S., Johnson, G. L., & Folsom-Wright, N. (2021). Back to Africa. Lessons from the Motherland. The Social Studies, 112(3), 120–135. https://doi.org/https://doi.org/10.1080/00377996.2020.1841716
- Johnson, L., Boutte, G. S., Greene, G., & Smith, D. (2018). African Diaspora Literacy: The heart of transformation in K-12 schools and teacher education. Lexington Books.
- Johnson, L. L., Bryan, N., & Boutte, G. (2019). Show us the love: Revolutionary teaching in (un) critical times. The Urban Review, 51(1), 46–64. https://doi.org/https://doi.org/10.1007/s11256-018-0488-3
- King, J. E., & Swartz, E. E. (2016). The Afrocentric praxis of teaching for freedom: Connecting culture to learning. Routledge.
- Kiramba, L. K., & Oloo, J. (2020). Identity negotiation in multilingual contexts: A narrative inquiry into experiences of an African immigrant high school student. Teachers College Record: The Voice of Scholarship in Education, 122(13), 1–24. https://doi.org/https://doi.org/10.1177/016146812012201308
- Kumi-Yeboah, A., & Smith, P. (2017). Cross-cultural educational experiences and academic achievement of Ghanaian immigrant youth in urban public schools. Education and Urban Society, 49(4), 434–455. https://doi.org/https://doi.org/10.1177/0013124516643764
- Kumi-Yeboah, A. (2018). The multiple worlds of Ghanaian-born immigrant students and academic success. Teachers College Record: The Voice of Scholarship in Education, 120(9), 1–48. https://doi.org/https://doi.org/10.1177/016146811812000908
- Ladson-Billings, G., & Tate, W. F. (1995). Towards a critical race theory of education. Teachers College Record, 97(1), 47–68.
- Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children. John Wiley & Sons.
- Lizárraga, J. R., & Gutiérrez, K. D. (2018). Centering Nepantla literacies from the borderlands: Leveraging “in-betweenness” toward learning in the everyday. Theory into Practice, 57(1), 38–47. https://doi.org/https://doi.org/10.1080/00405841.2017.1392164
- Lynn, M., & Dixson, Adrienne D. (2013). Handbook of critical race theory in education. Routledge.
- Matias, C. E. (2016). “Why do you make me hate myself?”: Re-teaching Whiteness, abuse, and love in urban teacher education. Teaching Education, 27(2), 194–211. https://doi.org/https://doi.org/10.1080/10476210.2015.1068749
- Mukiibi, E. (2015). African immigrant children’s educational experiences in California: Racial discrimination and identity construction. International Journal of Arts & Sciences, 8(3), 587.
- Mwangi, C. A. G., Daoud, N., English, S., & Griffin, K. A. (2017). “Me and My Family”: Ethnic differences and familial influences on academic motivations of Black collegians. The Journal of Negro Education, 86(4), 479–493. https://doi.org/https://doi.org/10.7709/jnegroeducation.86.4.0479
- Schofield, J. W. (1986). Causes and consequences of the colorblind perspective. In J. F. Dovidio & S. L. Gaertner (Eds.), Prejudice, discrimination, and racism (pp. 231–253). Academic Press.
- Smith, B. (2001). The Proud family. Disney Enterprises.
- Smith, P. (2019). (Re) positioning in the Englishes and (English) literacies of a Black immigrant youth: Towards a transraciolinguistic approach. Theory into Practice, 58(3), 292–303. https://doi.org/https://doi.org/10.1080/00405841.2019.1599227
- Smith, P., Kumi-Yeboah, A., Chang, R., Lee, J., & Frazier, P. (2019). Rethinking “(under) performance” for Black English speakers: Beyond achievement to opportunity. Journal of Black Studies, 50(6), 528–554. https://doi.org/https://doi.org/10.1177/0021934719851870
- Smith, P., Lee, J., & Chang, R. (2020). Characterizing competing tensions in Black immigrant literacies: Beyond partial representations of success. Reading Research Quarterly. https://doi.org/https://doi.org/10.1002/rrq.375
- Solorzano, D. G., & Yosso, T. J. (2001). Critical race and LatCrit theory and method: Counterstorytelling Chicana and Chicano graduate school experiences. International Journal of Qualitative Studies in Education, 14(4), 471–495. https://doi.org/https://doi.org/10.1080/09518390110063365
- Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44.
- Ward, J. V., Robinson-Wood, T. L., & Boadi, N. (2016). Resisting everyday colorism in schools: Strategies for identifying and interrupting the problem that won’t go away. In C. Monroe (Ed.) Race and colorism in education (pp. 17–35). Routledge.
- Waters, M. C. (1990). Ethnic options: Choosing identities in America. Univ of California Press.
- Waters, M. C. (1994). Ethnic and racial identities of second-generation black immigrants in New York City. International Migration Review, 28(4), 795–820. https://doi.org/https://doi.org/10.1177/019791839402800408
- Watson, V., & Knight-Manuel, M. (2017). Challenging popularized narratives of immigrant youth from West Africa: Examining social processes of navigating identities and engaging civically. Review of Research in Education, 41(1), 279–310. Retrieved July 30, 2021, from http://www.jstor.org.pallas2.tcl.sc.edu/stable/44668696
- Webb, S. (2016). Recognizing and addressing colorism in schools. Teaching Tolerance.
- Wilkerson, I. (2020). Caste. The origins of our discontents. Random House.