Toward Caring Language and Literacy Classrooms for Black Immigrant Youth: Combating Raciolinguistic Ideologies and Moral Licensing

Abstract

Background

In recent years, there has been a shift in migration pattern to the U.S. such that most immigrants are now coming from regions outside of Europe. These new groups (particularly Black immigrant populations) face acts of discrimination and injustices when they display, for example, linguistic and cultural divergence.

Purpose

This article explored the effects of raciolinguistic ideologies and moral licensing on the linguistic, literate, and broader cultural identities of Black immigrant youth and the subsequent impact on their academic achievement.

Method

I proposed a theory that links raciolinguistic ideologies with the concept of moral licensing to flesh out how the interconnection between these two concepts may be applied to explain seemingly helpful actions that are in fact harmful.

Findings

This exploration yielded a number of insights, but the standout point is that there seems to be a White Eurocentric way of being (that seems even present in schools) that has adverse effects on Black immigrants.

Conclusions

Under the guidance of caring teachers, Black immigrant students can be encouraged to feel valued and respected, and this should help to foster and increase their participation in classroom activities.