Being Black (and) Immigrant Students: When Race, Ethnicity, and Nativity Collide


  • Chrystal A. George Mwangi University of Massachusetts Amherst
  • Shelvia English University of Maryland, College Park


Black immigrants, race, immigrant education, meta-analysis, systematic review, educational research


While Black immigrants share some of the racialized experiences of native-black Americans, they also have distinctive experiences. U.S. education presents an important environment to investigate these experiences as immigrants have the fastest growing child population and these children are increasingly entering the education system. This paper engages a systematic review of the growing body of literature centering on Black immigrants across the U.S. P-20 pipeline. Findings reveal that Black immigrants are presented narrowly in terms of the frameworks and research designs used to examine their educational experiences, pointing to a larger issue of a single narrative concerning this group.




How to Cite

George Mwangi, C. A., & English, S. (2017). Being Black (and) Immigrant Students: When Race, Ethnicity, and Nativity Collide. International Journal of Multicultural Education, 19(2), 100–130.



Articles (Peer-reviewed)