In spring 202,1 I launched and sustained through summer 2021 and spring 2022 a community-engaged literacy and learning research project with African immigrant youth. Youth named our participatory, design-based, after-school literacy research collaboration “the Diasporas,” an intentional naming that talks back to deficit narratives of immigrant youth and their Diasporic literacy practices. With MSU doctoral student research team members, youth, teacher participants, and community educators, we have developed a working framework, methodologies, and literacy intervention that can be applied to strengthen how literacy researchers, teachers, and community educators may affirm and extend the interplay of varied identities that African immigrant and refugee students enact in their literacy practices. As an example of our work, African immigrant youth in the Diasporas identified, designed, and shared recommendations for critical literacy teaching and learning that affirms their interests and identities, culminating in the co-design of a “College, Careers, and Community” fair to be held in spring 2022 to support youth’s recommendations for literacy teaching and learning across topics youth named as extending their racial and ethnic identities.