Media culture is exploitative and damaging. It reinforces both racist and sexist stereotypes, which places Black young women's unique racialized gender in a position to be overidentified in derogatory ways. The bodies of Black young women, as an example, are labeled with social stigmas that make them identifiable to society at large as deficient. Furthermore, their lives have been devalued and dehumanized in the public eye as their stories are often left untold, falsely reported, or overlooked in the wider media landscape. Using qualitative interview methods, we examine the current state of Black girlhood and womanhood and the racism that pervades their lives in the United States. With this backdrop, we also investigate the ways in which Black young women have responded with their writings when we, as Black women researchers, created spaces for them to use language to fight back and resist assaults against their humanity. Specifically, we illustrate the historical literacy practice of (re)claiming print authority through writing and how Black young women used their pens as a means to claim authority of language in ways to assert their voices, ideals, and truths. We conclude with a discussion of how educators can advance print authority within learning spaces for identity meaning making and empowerment so that Black girls and young women have an expressed voice in our current social and political context.