Historically, education research and practice has failed to accentuate the factors that promote Black student success and, instead, produced deficit-centered narratives that focused on Black students' academic underachievement and challenges. These dominant narratives have negatively influenced Black students' experiences and there is a need for an alternate lens that does not reduce the Black academic experience to one of challenge and underperformance. As various stakeholders work to unhinge inequitable power structures within education, it is important that we critically examine the ways in which current education research and practice perpetuate narratives rooted in racist logic. Accordingly, this article interrogates that question and examines how historical racial biases continue to afflict Black students. Also, the authors examine research concerning Black student agency as a counter to marginalizing depictions. Furthermore, conceptual guidance (i.e., The Aftermath Framework) is offered to identify, challenge, and disrupt the continuation of majoritarian narratives concerning Black students, which often restrict opportunity structures and Black students' overarching educational trajectories.