For the pat 40 years, educators and researchers have largely discussed sex equity issues, particularly in the K-12 settings. However, within the last few years gender equity issues have become a hotly debated area of research. One may contend that sex is biologically determined maleness and femaleness; whereas, gender is influenced by cultural, social, and historical factors. Although, there has been a lot of emphasis on unfair treatment or exclusion of girls from formal science, the focus was mainly on White, middle class girls with little focus placed on Black girls. This has fueled the debate for the promotion of the "Black Girl Turn" in research on gender and science education, as over the centuries Blacks and girls have been denied their turn in science due to cultural and historical reasons. This literature review addresses the strengths and limitations of the existing bodies of work and concludes with directions toward a student-based inquiry approach that can explore and help others to understand Black females' perspectives with an aim at filling in some of the missing information in the science education literature.