Identity and literacy development are two critical processes shaping the life trajectories of adolescents. Identity development in particular can present unique issues for Black adolescent girls, who are positioned in ways to negotiate their identity(ies) when presented with hegemonic language and representations of what is beauty and what is “Black.” Writing becomes a key literacy practice for Black adolescent girls to make meaning of their identity(ies). Although there are a growing number of studies on literacy and identity development of Black adolescent girls, few studies address writing. A single case study is conducted with a Black adolescent girl who struggles with selfhood to explore how she makes meaning of her identity through writing. She discusses writing within a Black adolescent female summer writing institute juxtaposed with school classrooms. Writing within the summer institute afforded opportunities for her to self‐exert selfhood, while in‐school writing assignments offer little opportunities for self‐expression.

Advancing the literacy development of African American males in contexts that are characteristically urban has been a challenging task for educators across the P-12 spectrum. Frames that have been traditionally used to improve the reading achievement of African American males have not reversed trends in reading achievement that find many of these young males underperforming on traditional reading assessments. The purpose of this article is to reframe the discussion on the literacy development of African American males based on a review of several bodies of literature. Attention is given to evidence-based reading research: three historical frames of the literacy development of African American males and a literacy model for advancing the literacy development of African American male youth in urban schools. Finally, a research agenda is proposed for advancing the literacy development of African American male youth with the goal of offering guidance to teachers, teacher educators, researchers, and policymakers.

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Currently, learning standards that govern schools are skills and knowledge centered, but when revisiting historical roots of literacy learning in communities of color, literacy was much more expansive and advanced to also include goals of identity meaning making and criticality. In this essay, the author argues for a reframed set of learning standards in literacy education—one that is grounded in the historical excellence of literacy development. The four‐layered HILL framework offered in the essay embodies a teaching and learning model that is in concert for advancing students’ identity, skill development, intellectualism and criticality. This model becomes essential for youth in classrooms, especially youth of color who have been traditionally marginalized in learning standards, policies, and school practices. Further, the framework incorporates multiple theoretical orientations to pedagogy including cognitive, sociocultural, critical and sociohistorical theories.

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