ABSTRACT
Although educational advancements have been made in support of Black women and girls, much work remains to be done. A central focus of this chapter and text situates ways formally identified/high-ability gifted Black women, as a collective, created and later disrupted common narratives associated with navigating doctoral programs at a Predominately White Institution (PWI), Southeastern University. Using the Endarkened Feminist Epistemology framework, we explored our congruent experiences as southern, gifted-identified Black girls/women, through a first-generation college graduate lens, anchoring our P–16 and graduate work. As we examined these narratives through memory work and duoethnography, we nuanced family socialization and schooling, and the translation of said experiences in our doctoral programs through a gifted lens.
