Research on the college decision-making process is extensive. However, fewer approaches have employed a critical lens to explore how power and its relation to students, schools, and higher education institutions shape students’ college pathways and trajectories. In this current chapter, Black Feminist Thought (Collins, Social Problems, 33(6):s14–s32, 1986; Collins, Black feminist thought: Knowledge, consciousness, and the politics of empowerment, Routledge, 2002) is employed to examine how intersecting systems of oppression (i.e., institutionalized racism, sexism, capitalism, etc.) and power shape the college “choice” process. I extend on previous literature on educational inequities to consider the structural forces that constrain educational opportunities. In particular, through the standpoint of Black women and girls, I rely on constructs such as the matrix of domination and controlling images to highlight the limits of college “choice.” The aim is to the examine the various ways “choice” is constrained for Black women and girls, in order to develop transformative mechanisms to improve access to adequate education, increase college participation, and enhance life opportunities. Findings include how narrow depictions of Black women and girls and the trope of the advantaged Black woman in education stifle educational opportunity.

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