Problem Statement: The experiences of Black female students in Advanced Placement (AP) courses in private high schools, particularly in terms of constructing their academic and gendered racial identities, remain largely uncharted. Equally unknown are how their interactions with other Black female students inside and outside of their AP courses shape their pursuit of academic achievement and their sense of belonging in the classroom and at school.

When Black female students arrive at the campus of private schools, their race and gender are visible for all to see, and they often find themselves in classrooms that do not support their pursuit of academic achievement. Much of the available research on private schools focuses on the effects of student racial underrepresentation and less on the experiences of high-achieving Black students, especially those who obtain access to gifted programs and advanced courses.

By examining the experiences of high-achieving Black females in the unique context of private high schools, and specifically for those who participated in with Advanced Placement (AP) courses, this study aims to fulfill a significant gap in research. It can illuminate how academic environments shape gendered racial and academic identities, and how gendered intraracial peer dynamics influence sense of belonging academically and socially. A retrospective approach will allow the researcher to center Black women's experiences and voices, highlighting how they navigated these environments and by understanding the challenges they faced.