Black women have engaged through social media platforms, as a mechanism to uplift their embodiment, despite being relegated to the margins. The hashtag #BlackGirlMagic (BGM) is linked to narratives of Black women in higher education that are empowering and problematic. The development of the popular social media movement during a time when Black women were being portrayed negatively made engaging in the discourse "talking back" possible. This study explores the lived experiences of Black women college students and recent graduates, using "currere" as an analytical tool for my own communication journals entries as a data source to structure my reflections prior to reviewing my interview data and X social media posts to inform the interview protocol for my study. To this end, using a qualitative research design, grounded in an "endarkened feminist framework," I analyzed interview data from my participant study to formulate themes and explore how Black women in higher education facilitate critical discourse. The findings present six main themes from the data: (1) When Being Sick and Tired is Enough, (2) #BlackGirlMagic as a Call to Action, (3) '40 Acres and a Mule' Educational Institutions Promise, (4) A Torch and a Force Shield, (5) Her Extraordinary Has to Be Ordinary: I Am Not Magic, and (6) Unapologetic: Redefining Black Girl Magic. In response to a sense of marginalization, the themes that emerged speak to the sense of validation and the potential of social media to move Black women from the margins. Conclusions suggest that #BGM represents a possible push back on issues of intersectionality. Despite constraints, social media creates an opportunity for Black educators and academic influencers to respond to this socio-cultural side-lining by publicly asserting and validating themselves. [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.]