The research presented uses intersectionality theory as a lens to study the racial identity construction of four African American young adolescent girls. The findings suggest that race was largely situated in a Black–White discourse for the girls in the study. When limited information was provided in home, school, and community settings, the participants made meaning from dominant discourses about race and identity, although glimpses of critical thinking about race did occur. In conclusion, the potential of including youth identity within intersectionality theory to broaden the utility of the theory itself and also for making meaning of and advocating for marginalized adolescents is discussed.