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Although the percentage of Black faculty members has grown over the past decade, Black professors remain a conspicuous minority population within the academy. While existing literature documents differences between faculty members of different races and of different genders, there are few studies contrasting the experiences of Black male and female professors. Such an intersectional analysis allows us to examine how racial and gendered experiences inflect intellectual representation. Through the collaborative autoethnographic method, this article analyzes data collected by the authors during the summer following their first year as tenure-track professors at predominantly White institutions. The analysis underscores four primary themes: trailblazing, conspicuousness, positioning, and 'paying it forward'. We include suggestions for institutional policy and practice. [ABSTRACT FROM AUTHOR]