Review of Hidden in Blackness: Being Black and Being an Immigrant in US Schools and Colleges, by Crystal A. George Mwangi and Adaurennaya C. Onyewuenyi
DOI:
https://doi.org/10.14507/er.v33.4351Abstract
This volume underpins knowledge of the experiences, perspectives, and development of Black immigrant students, and how complexities of race, ethnicity, nativity, and nationality are understood across the P-20 education landscape. The authors propose a new framework, The Diasporic Illumination (BDI) framework, to support students facing the racial realities of the U.S. school system. The volume also includes resources to researchers, practitioners, and policymakers, as well as guidance to support Black immigrants' awareness of their experiences, challenges, and successes in the U.S. schools.
Author Biography
Jean Edouard, Nova Southeastern University
Jean Edouard is a doctoral candidate in higher education leadership at Abraham S Fischer College of Education and School of Criminal Justice at Nova Southeastern University. His research interests center on Black immigrants (e.g., African-Caribbeans) and their retention in universities in the US. Major foci in his research include intersectionality (e.g., race, culture, ethnicity, identity) among African Caribbean students and its impact on their psychological well-being in U.S. universities. He has studied abroad in South Africa and Greece to gain a deeper understanding of different cultures.
References
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[Book reviewed] Mwangi, C. A. G., & Onyewuenyi, A. C. (2025). Hidden in Blackness: Being Black and being an immigrant in U.S. schools and colleges. Teachers College Press.
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