This qualitative research study is an endarkened narrative inquiry that tells the stories of how endarkened collegiate women know themselves as leaders or worldbuilders, trace their lineage as leaders or worldbuilders, and hope to (re)member themselves as leaders or worldbuilders. Featuring endarkened storywork, the findings honor the narrative tradition of Black, Latino/a/x, Native/Indigenous, and Asian people. This work honors the tradition of the griots by evoking the oral tradition of storytelling. It also honors the contributions of Black feminists and womanists, creating interdisciplinary scholarship that draws a line of connection between higher education and other sacred ways of knowing. Utilizing a conceptual framework that empowers Dugan and Humbles (2018) theory of critical leadership development by the tenets of the Combahee River Collective's Black Feminist Statement this work is a contribution to and an honoring of Black feminist and womanist scholarship. Furthermore, it adds to the literature of leadership by expanding it to include the lived experiences and narratives of endarkened women. Narratives were gathered through interviews and a facilitated workshop where six participants had the opportunity to share artifacts, create life notes, write poetry, and dream individually and collectively. The findings are reported across chapters four and five where it is shown that endarkened collegiate women want to be seen as growing. Additionally, they believe that a love ethic is central to worldbuilding. Furthermore, they are guided by their knowledge of and their strivings for the self. Lastly, they believe we should always be in and for communal care. The key conclusions of this study assert that dark collegiate women do not believe that higher education supports their growth. Secondly, while endarkened women are sovereign, higher education is not. Consequently, for endarkened women, leadership is not enough. As such, endarkened women reach for worldbuilding to humanize and lastly, they find endless opportunity for freedom in worldbuilding. Contributions includes the offering of worldbuilding and humanizing within higher education. The study highlights worldbuilding as a new approach to help endarkened women grow and assert themselves as powerful and growing humans within higher education spaces. Additionally, it provides an in-depth look into what it means to humanize in higher education. Furthermore, it expands our thoughts on endarkening and asks future researchers to commit to an epistemological investigation that finds and honors the contributions of endarkened women in future theory and scholarship development. [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.]