According to data released in 2022 by the National Center for Education Statistics (NCES), Black females are the most educated group among African Americans. However, African American females are simultaneously on the margins and in the center of predominantly White, patriarchal educational spaces, because of their intellect, as well as their role in doing institutional service [e.g., diversity work, advising minority students, advocacy surrounding gender, etc.] that is often overlooked by administrators (Haynes, 2019). In earlier works, Fordham (1993) maintained that compared to their male counterparts, African American female students appear to be more comfortable with academic achievement as part of their personal identities. In later scholarship, Fordham (1996) expounds upon the narrative that to excel academically, Black girls are encouraged to create a race-less persona that sometimes undermines their culture. Because of these social and educational expectations, there is a sense of vulnerability present in Black Girlhood that is not always reflected in research related to their academic experiences because Black girls remain understudied (Lindsay-Dennis, 2010; Rozie-Battle, 2002). In this chapter, by Black Girlhood we mean the experiences of young Black girls and women in the context of a patriarchal White dominated society. In this sense, Black Girlhood is defined as freedom that affirms and liberates Black girls’ lives (Brown, 2013; Halliday, 2019). Given the existing NCES (2022) data and gaps in the current literature, there is a need to examine how education and an achievement-centered identity intersect with race, gender, class, and Black Girlhood.