by Nicole McLaren and Natasha A. Fortes

Rooted in the pursuit of equity and social justice, the purpose of this resource guide is to consider the intersectional experiences of Afro-Latina students, who are never just Black or Latina but both/and at the same time, and sometimes asked to choose one identity over the other. Afro-Latina students face systematic inequalities daily in their schools due to racial, ethnic, gender-based, and language identities, which can result in limited educational opportunities and interfere with their academic success. If they are lucky, Afro-Latina students will explore some questions and tensions about identity in their schooling experiences. If they’re lucky, they will have an education program that validates their identities, experiences, and histories.  This resource guide identifies scholarly articles, sources, and programs that highlight and uplift Afro-Latina students’ experiences in US schools, a start to navigate the research gap specifically about Afro-Latina students.  The voices and experiences of Afro-Latina students matter. Amplifying the schooling experiences of Afro-Latinas illuminates the barriers they may face and dismantles them, changing the perception of Afro-Latina academic achievement. Amplifying the schooling experiences of Afro-Latinas changes how they excel academically and personally, so they can achieve their full potential in academia. Doing so will foster a more inclusive and equitable schooling experience for all.

Part I: Annotated Bibliography

Adams, M., & Busey, C. L. (2017). ” They Want to Erase That Past”: Examining Race and Afro-Latin@ Identity with Bilingual Third Graders. Social Studies and the Young Learner, 30(1), 13-18. https://scholarworks.utrgv.edu/tl_fac/125/

Adams and Busey explore the complex intersection of race and Afro-Latin@ identity through the lens of bilingual third graders. Adams and Busey describe the experiences of young Afro-Latin@ students by examining how they navigate racial and cultural identities within their own schooling experiences. The authors use a qualitative research approach that includes interviews and observations, highlighting students’ challenges in reconciling their heritage with societal norms. By highlighting the voices of these young learners, the article provides valuable insights into the formation of identity and the role education plays in shaping their perceptions of their race and ethnicity. The findings emphasize the importance of educators fostering an inclusive classroom that honors all students’ diverse backgrounds and experiences.

Boveda, M. (2019). An Afro-Latina’s navigation of the academy: Tracings of audacious departures, reroutings, and intersectional consciousness. Feminist Formations, 31(1), 103-123. https://www.researchgate.net/publication/333040797_An_Afro-Latina’s_Navigation_of_the_Academy_Tracings_of_Audacious_Departures_Reroutings_and_Intersectional_Consciousness

Boveda offers a critical autoethnographic review of her academic and schooling migrations that led to her current teacher-educator and researcher role. With Dominican roots, this Afro-Latina describes her childhood as a transnational, transgenerational experience. Boveda used decolonial, Black feminist, and Mami-influenced onto-epistemic orientations to tell the story of her journey to and through public school education and institutes of higher education. Childhood experiences at home and school influence how women of color approach teaching and learning. As a critical autoethnography, the writing is a personal testimony of the pursuit of learning experiences that speak to how both privilege and oppression can come together to build “intersectional competence” to navigate academia, a space dominated by whiteness. These explorations are spaces of vulnerability but potential struggle if students can engage in the work through course assignments and relationships, spaces of validation.

Cruz-Janzen, M. I. (2001). Latinegras: Desired women: undesirable mothers, daughters, sisters, and wives. Frontiers: A Journal of Women Studies, 22(3), 168-183. https://umbrella.lib.umb.edu/permalink/01MA_UMB/j9evc/cdi_proquest_journals_232309138

Cruz-Janzen explores the concept of “Latinegras,” which is defined as Afro-Latina women who occupy a complex social position characterized by desirability as romantic partners or sexual objects, yet face marginalization and discrimination in societal roles. Using a feminist and critical race theory lens, the author unpacks the intersecting identities of Afro-Latina women, including race, gender, and sexuality, and how they shape their lived experiences. Through historical analysis, Cruz-Janzen highlights how societal norms perpetuate stereotypes. These stereotypes hinder the opportunities Latinegras have, especially in relationships. This article challenges readers to critically examine the notion of beauty and belonging and how it may affect Afro-Latina women. However, recognizing and empowering Afro-Latinas in all facets of society is crucial in reversing historical stereotypes.

Galdámez, M., Gómez, M., Pérez, R., Salome, L., Silver, J., Domínguez-Villegas, R., Zong, J, López, N. (2023). Centering Black Latinidad: A Profile of the U.S. Afro-Latinx population and complex inequalities [Policy brief]. UCLA Latino Policy & Politics Institute. https://latino.ucla.edu/research/centering-black-latinidad/

A collaborative research brief using statistical data to analyze the status of Afro-Latinxs in the United States. The researchers take an intersectional approach to understand why inequities differ between Afro-Latinx and non-Black Latinx people. As a group, Afro-Latinx people face difficulties as it relates to housing and lending, work, education, and health systems. The research brief offers insightful information about where Afro-Latinx people live and work; however, the researchers point out the limitations of the US Census in accurately collecting data about Afro-Latinx people. Researchers call on quantitative researchers to work within survey constraints to break monolithic narratives.

Hines-Gaither, K., Perez, N. & Torres Melendez, L. (2022). 5 Voces Invisibles: Disrupting the Master Narrative with Afro Latina Counterstories. In B. Wassell & C. Glynn (Eds.), Transforming World Language Teaching and Teacher Education for Equity and Justice: Pushing Boundaries in US Contexts (pp. 85-102). Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781788926522-008 

UMB students and staff can go here and request through InterLibrary Loan: https://umbrella.lib.umb.edu/permalink/01MA_UMB/j9evc/cdi_walterdegruyter_books_10_21832_9781788926522_008

Hines-Gaither, Perez, and Torres Melendez explore Afro-Latina identity through the lens of counterstories within the context of teacher education. Through a qualitative analysis and narrative inquiry, the authors present “5 Voces Invisibles” featuring the lived experiences and struggles of five Afro-Latinas whose stories have been marginalized in education. Centering these counterstories challenges the master narrative and disrupts identity, culture, and language representations. The authors emphasize the importance of incorporating diverse voices and perspectives in curriculum and pedagogical practices that promote equity and social justice. This is a valuable resource for educators interested in fostering inclusive and culturally responsive approaches to teaching and learning of Afro-Latina students.

Martin, A. M. (2024). Afro-Latin@ Representation in Youth Literature: Affirming Afro-Latin@ Cultural Identity. Humanities, 13(1), 27. https://doi.org/10.3390/h13010027

Martin examines Afro-Latin@ representation in youth literature and its impacts on cultural identity affirmation. Through analyzing children and young adult literature, the author explores how Afro-Latin@ characters are portrayed and how their cultural identities are affirmed or marginalized within the narrative. Martin uses identity theories to highlight the significance of diverse and authentic representation in shaping the self-perception and experiences of Afro-Latin@ youth. Through analysis of texts, the author identifies patterns of representation and explores how the multiple themes display cultural belonging. Literature can be an essential tool for reflecting the diverse experiences of Afro-Latin@ people through narratives.

Salas Pujols, J. (2022). ‘It’s About the Way I’m Treated’: Afro-Latina Black Identity Development in the Third Space. Youth & Society, 54(4), 593-610. http://dx.doi.org/10.1177/0044118X20982314

Salas Pujols delves into the nuanced process of Afro-Latina Black identity development within the framework of “third space.” The author uses a qualitative research approach that includes interviews and participant observation to explore how Afro-Latina individuals navigate their intersecting racial and ethnic identities. By examining the experiences and perspectives of Afro-Latina youth, Salas Pujols sheds light on how they negotiate belonging, acceptance, and recognition within both Black and Latinx communities. Salas Pujols used the “third space” framework to help readers understand the fluid and dynamic nature of Afro-Latina identity formation. It highlights the interplay between personal experiences, societal expectations, and cultural influences.

Part II: Popular Sources

Absolutaente Negro. (2024, January 25). Afro-Latinas’ realities: A conversation about racism, healthcare, economics, education and more [Webinar]. https://www.youtube.com/live/tZ_ZFLXtU-E?feature=shared

This webinar featured the Creative Justice Initiative, AfroLatino Forum, and the Center for Puerto Rican Studies at Hunter College (CENTRO). The featured scholars share insights about healthcare and other topics, weaving Spanish into their conversation with an intimacy of family or friendship while sharing what it means to be Afro-Latina in the in-between space where they have been coded as Black and need to assert their Latina identity. They also raised issues with a lack of data disaggregation that does not properly record and trace the experiences of Afro-Latine people.

Acevedo, E. (2015, September 21). Afro-Latina [Spoken word poetry performance]. SlamFind, https://youtu.be/tPx8cSGW4k8.

Elizabeth Acevedo is an author, a slam poetry performer, and a former middle school English teacher. Acevedo wrote her first novel, The Poet X, while teaching full-time and hoped to write her students (and herself) into a story.  As a performer, her spoken word poetry is powerful. This piece, “Afro-Latina”, includes many historical references while also sharing pieces of Acevedo’s personal story.

Alford, N. (2018, October 4). Am I Afro-Latina? Why more Latina women are embracing Afro-Latina identity. OprahDaily.com. https://www.oprahdaily.com/life/a23522259/afro-latina-identity/

Published on Oprah Winfrey’s website, this article notes a trend for women who have Latina and Black heritage to begin identifying as Afro-Latina. The piece features Afro-Latina women from different industries sharing their heritage and what it means to identify as Afro-Latina. This conversation asserts that some Latine people need to name their heritage and not hide or ignore parts of who they are.

Alford, N. (2020, December 26). Afro-Latinx Revolution: Puerto Rico (full documentary). theGrio. https://www.youtube.com/watch?v=8uM83LNZmWs

The short documentary features Puerto Rico and the testimonios of Afro-Latine people on the island. In the documentary, people talk about experiencing mistreatment on the island of their birth because they are Black. The women repeat the phrase “as a Black woman” to claim a lineage that others will not let them ignore, but impact how they are viewed and treated in Puerto Rico.

Jahdai. (Host), (2019, August 24). Voces Invisibles: Disrupting the Master Narrative with Afro-Latina Counterstories [Audio podcast episode]. In What in the World? Language Podcast. https://jahdai.podbean.com/e/voces-invisibles-disrupting-the-master-narrative-with-afro-latina-counterstories/  

The What in the World? Language Podcast show focuses on language and culture. In this episode, the host speaks with Dr. Krishauna Hines-Gather and Liz Torres Melendez, who amplify Afro-Latina voices and counterstories in their research.  The guests discuss validation, representation, and empowerment for Afro-Latina girls by allowing them to engage with narratives that center their experiences and challenges. Additionally, the guest speakers provide resources and steps that Afro-Latina girls can use to feel empowered in their own skin.

Music MGP. (2016, April 12).  Victoria Santa Cruz Me gritaron Negra (Afro Peru) [Video]. YouTube. https://www.youtube.com/watch?v=cHr8DTNRZdg

It is a powerful poem written and performed by Victoria Santa Cruz that discusses the negative experiences she had as an Afro-Latina girl amongst her Latinx counterparts. Through a personal narrative, this video fosters a sense of community and solidarity among Afro-Latina girls by addressing common experiences and celebrations related to navigating their dual identity as Black and Latina.

Remezcla. (2018, September 17). “’Negra Soy’: Why I’ve Moved Away From The Term Afro-Latina.” Remezcla, 17 Sept. 2018, https://remezcla.com/features/culture/negra-vs-afro-latina/

An insightful exploration of the complexities surrounding Afro-Latina identity, more specifically about colorism and cultural perceptions within Latin American and Afro-Latinx communities. The article highlights these challenges that Afro-Latina girls may face navigating their racial and ethnic identities in their everyday lives. Through this platform, Afro-Latina voices were amplified to discuss issues of visibility and representation, which are essential in fostering the empowerment of Afro-Latina girls.

Suriel, D. (Host), (2021, February 21). The education episode [Audio podcast episode]. In Break the Cycle. https://podcasts.apple.com/us/podcast/break-the-cycle-the-education-episode/id1492594907?i=1000510068070

Darleny Suriel is an Afro-Dominican who hosts a podcast entitled “Break the Cycle”. In this episode, she discusses her journey through education. Another episode covers Afro-Latinidad, however, this one includes a testimonio about Suriel’s experiences in education.

Part III: Policies, Practices, Programs

Black Latina Girls & Women Fund

Afro Resistance. (n.d.). Black Latina Girls & Women Fund. Retrieved from https://www.afroresistance.org/black-latina-girls-women-fund  

The Black Latina Girls and Women Fund offers financial support by giving money directly to Afro-Latina women and girls experiencing severe financial need. The website acknowledges that Afro-Latina women struggle economically due to systematic oppression in the US.

Black Latinas Know Collective

Black Latinas Know (2019). Retrieved from https://www.blacklatinasknow.org/  

The Black Latinas Know Collective (BLKC) is a community-driven organization that aims to amplify the voices and experiences of Black Latinas across the world. Through storytelling, advocacy, and community-building efforts, BLKC seeks to address systematic inequalities and empower Afro-Latinas to embrace their Blackness.

Justice for Black Girls (JBG)

Justice for Black Girls. (nd). Justice for Black Girls. Justice for Black Girls. https://www.justiceforblackgirls.com/

Justice for Black Girls is an organization that promotes safe Black girlhood using social media, a Justice for Black Girls ambassadors program, curriculum, and other modes to amplify the concerns of Black girls. One of the initiatives is support for the Crown Act (Creating a Respectful and Open World for Natural Hair). This community welcomes girls from the diaspora even though it does not specifically highlight Afro-Latinidad, the programs and initiatives support Afro-Latina girls.

 A full list of references can be found in the References (by Chapter) section.