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Abstract

Grounded in an asset-based approach to educational transformation, this education and policy brief presents an exploratory inquiry into Black Multilingual Learners (BMLs) in California, recognizing the intersection of their racial, linguistic, and cultural identities. The inquiry draws on statewide demographic and English language proficiency data, relevant research, student and educator bright spots, and the Young, Bilingual and Black in California Survey of local educational agency representatives. Three key findings emerged: Visibility Gaps in state reporting systems, an Intersectional Data Gap caused by the absence of disaggregated racial data on public-facing data platforms, and an Infrastructure Gap in local data collection systems. Student and educator bright spots in local school districts offer promising practices that illustrate the critical role of identity-affirming environments, language support, and student advocacy. Finally, the authors outline strategic policy recommendations across state, district, school site, and classroom levels to strengthen data transparency, expand educational opportunities, diversify the educator workforce, and build educators’ knowledge of BMLs and capacity to implement culturally and linguistically inclusive, identity-affirming curriculum and practices.

Publication Date

9-2026

Disciplines

Bilingual, Multilingual, and Multicultural Education | Education | Educational Leadership | Teacher Education and Professional Development

Recommended Citation for Full Report

Cooper, A., Lavadenz, M., Armas, E. G., & Morales–Van Hecke, M. (2026). Centering California’s Black multilingual learners: Intersections, equity, and (in)visibilities (Education and Policy Brief No. 16). Center for Equity for English Learners, Loyola Marymount University. https://doi.org/10.64650/ceel.policy.19

Centering California’s Black Multilingual Learners: Intersections, Equity, and (In)Visibilities

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