ABSTRACT
In view of the current discourse surrounding the educative experiences of Black girls and political attacks on immigrant bodies in the United States, this chapter seeks to explore the experiences of Black African immigrant girls in literacy education—specifically, within English education spaces. Black African immigrant girls’ lived experiences are shaped by their race, class, gender, and ethnicity, which are often ignored or subsumed within the false Black monolithic experience myth. Furthermore, research surrounding the experiences of immigrant students tends to focus on other racial and ethnic groups, which further marginalizes Black African immigrant girls. This chapter provides a review of literature surrounding Black immigrant girls’ experiences in spaces designed for literacy activities by examining current and historical empirical and theoretical research.
