Limited research has examined Black girls' college readiness, college enrollment, and college persistence. As a result, this study analyzes the outcomes relative to AP course enrollment, dual credit enrollment, and high school grade point average of Black girls. Attention has been given to black men's disparity and lack of educational attainment regarding college and career readiness, college enrollment, and college persistence. The research of McDaniel et al. states, "Unfortunately, however, the emphasis on Black boys are generally undertaken in the absence of a critical look at the experiences and obstacles confronting Black girls who are educated by the same woefully inadequate school systems as their Black male counterparts. As a result, relatively little is known about how these girls are faring in our PK-12 educational systems, as well as how to assess their outcomes within a framework that takes into account the interactive influence of gender, race, and often class" (McDaniel, DiPrete, & Buchmann, 2011, p. 359). The importance of this research is imperative yet simple, the need for more empirical research on the experience of Blacks girls who become Black women is too small. Only 4% of the doctorate degrees earned are by Black women. As more and more of Black women reach this pinnacle of achievement the stories must be told for the Black girls who follow. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]