My program of research centers on Black girls comprised of three interconnected domains: (1) adultification, (2) identity development, and (3) multi-youth-serving systems. The overarching aim of my research program is to enhance the empowerment and positive identity development of Black girls, which includes dismantling systemic racial injustices. As a first-generation, mixed-race researcher who grew up in primarily White spaces where my own history and experiences were often lacking from my education, it has become critical for me to engage in research with a focus on marginalized populations to contribute to dismantling systemic racial injustices and fostering social equity. My research is guided by the critical theoretical perspectives of Black Feminist Thought (BFT), Black Girlhood, Critical Race Feminism (CRF), and Intersectionality. My research journey integrates theory with practice, shaping my past and current projects while laying the groundwork for future endeavors. My teaching philosophy centers on fostering an inclusive and transformative learning environment that prioritizes the diverse needs and perspectives of every student. I believe education holds the power to not only enrich individual lives but also to challenge and redefine societal norms. My pedagogical approach encourages students to critically engage with multifaceted issues, challenging them to think critically and analytically. Through dialogues and interactive activities, students are encouraged to explore complex societal issues and collaboratively seek innovative solutions. For example, one student reported that “Alexandra poses challenging questions that have fostered my growth and I really appreciate the critical component of this course.” Further, I strive to incorporate my research on achieving equity for Black and mixed-race girls, by raising awareness through my teaching practice. Future social workers may better understand the intersectional impact of systemic harm on BIPOC communities by teaching about the experiences of Black and mixed-race girls. Additionally, I believe teaching extends beyond the classroom. Mentoring students is a key component of my teaching practice, especially first generation BIPOC student. In doing so, I seek to support students of color navigating academia, manage their personal and professional lives, and support them in reaching their goals.