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riculum materials more linguistically inclusive and encouraging teachers to be familiar with the basics of the African-immigrants’ languages will respond to the aforementioned issues. Chapter seven underlines that African societies are predominantly patriarchybased but colonization changed the gender roles. Gender discrimination starts from childrearing practices and only few African countries achieved gender equity in education. Girls’ marginalization increases when gender and religion interact. The authors emphasize that the U.S. curricula “remain White, Anglo Saxon Protestant, Heterosexist, Elitist, Able-bodied, Male (WASPHEAM) oriented”. African girls in U.S. schools are more silent than boys due to their upbringing and teachers usually misinterpret this cultural and spiritual disposition. The last chapter concludes that the current U.S. schools do not consider Africanimmigrants’ cultural, linguistic, religious and educational background. The school system isolates them since it promotes standardization of teaching. The authors suggest teachers to be cultural mediators, provide explicit guidelines to the students, promote students’ interaction and cooperation, include African stories and proverbs, teach listening skills and identifying key information, use demonstration, visual aids and inquiry-based learning, respect the students, encourage parental involvement and assure safe school environment free from bullying. The authors generally reveal common problems of African immigrants in the U.S. which the reviewer himself witnessed while he was studying and working in the U.S. However, the book sometimes seems to favour Islam and ignores the influence of Orthodox Christianity, which has been in some countries of Africa (e.g. Ethiopia, Egypt) since the fourth century. Moreover, the book should have included the driving forces (the short-sightedness of most of its rulers, the civil wars and less concern for education, the Western education projects and programmes aimed at neo-colonization) in chapter three for the continued existence of a colonial curriculum in most African countries.