In this study, we problematize the notion that Black immigrant youth be designated as high achieving or new model minority when comparing their literate success with that of their Black American peers. We draw from ideological and autonomous views regarding literacies while recognizing notions such as languaging informed by personhood, monoglossic norms, heteroglossic perspectives, and raciolinguistic ideologies, which come to bear on the literacies of Black immigrant youth. Using these lenses, we examined Black immigrant literacy from both qualitative and quantitative paradigms. Quantitative findings revealed that native English-speaking Black immigrant youth had significantly higher scores on reading literacy than native English-speaking Black American youth on the Programme for International Student Assessment. Among all Black students in 2009, native English speakers outperformed non-native English speakers. However, superior reading literacy performance among native English speakers was not as obvious in 2015 as was observed in 2009. In 2015, non-native English speakers outperformed native English speakers among Black immigrants, whereas native English speakers had higher scores than non-native English speakers on reading literacy among Black Americans. Qualitative findings showed that (a) literate success in one Black immigrant youth’s (D’Arcy) literacy practices was influenced by multilingualism as both an asset and a deficit; (b) dialectal difference was perceived as language interference and as binary (i.e., legitimate vs. nonlegitimate); (c) there was persistent unacceptability of D’Arcy’s language, accent, and certain literacies across home and school; (d) expectations about D’Arcy’s racial literate identity remained steeped in assumptions regarding racialized language and raciolinguistic ideology; and (e) teacher interventions revealed tensions across (racio)linguistic ideologies. Implications for theory, research, policy, and practice are provided.

中文翻译：

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表征黑人移民素养中的竞争紧张局势：超越成功的部分代表

在这项研究中，我们质疑黑人移民青年在与美国黑人同龄人的文学成就进行比较时被指定为高成就或新模范少数族裔的观点。我们从有关识字的意识形态和自主观点中汲取灵感，同时认识到诸如以人格为基础的语言、单一语言规范、异语观点和种族语言意识形态等概念，这些概念对黑人移民青年的识字能力产生了影响。使用这些镜头，我们从定性和定量范式检查了黑人移民的识字率。定量研究结果显示，在国际学生评估项目中，以英语为母语的黑人移民青年在阅读素养方面的得分明显高于以英语为母语的美国黑人青年。在 2009 年的所有黑人学生中，以英语为母语的人表现优于非英语为母语的人。然而，2015 年以英语为母语的人的阅读素养表现不如 2009 年那么明显。2015 年，在黑人移民中，非以英语为母语的人的表现优于以英语为母语的人，而以英语为母语的人的得分高于非以英语为母语的人美国黑人阅读素养的演讲者。定性研究结果表明，(a) 一名黑人移民青年 (D'Arcy) 扫盲实践中的识字成功受到多种语言的影响，这既是一种优势，也是一种不足；(b) 方言差异被视为语言干扰和二元化（即合法与非合法）；(c) D'Arcy 的语言、口音和某些读写能力在家庭和学校中一直不被接受；(d) 对达西的种族识字身份的期望仍然沉浸在关于种族化语言和种族语言意识形态的假设中；(e) 教师干预揭示了（种族）语言意识形态之间的紧张关系。提供了对理论、研究、政策和实践的启示。