The consequence of community silence begs the question, if Black women, Black girls in particular are unheard, who then speaks for them? How are they invited into, or ignored in these discourses? How is language employed and manipulated to represent them, specifically through image and voice? This is an initial investigation of the specific images of Black adolescent females, aged 13-19, constructed in two representational discourses: government data sources and emergent Black girl literature. The commonalities and differences between these representations are examined and how they position Black adolescent females within our society. If school, as an institution, is a tool for socialization and citizenship, focusing solely on the statistics creates a deficit model for research, which informs teaching practice, curriculum and policy. The aim of this study is use interpretive inquiries of Black girls' stories in validating their role within academic discourse. To facilitate this thesis, the narratives are situated according to larger, more political themes of resistance, resilience and representation.