In this study, I examined how black women instructors and professors engage in emotional labor through performances in order to resist controlling images and stereotypes related to their race and gender. The goal was to add to the extensive literature on emotional labor and its impact on how women and people of color navigate white hegemonic institutions (Patton 2004; Harley 2007; Evans and Moore 2015). My hope is to contribute the perspectives and counter-narratives of African American women who are on the margins of race and gender. This can provide a more intersectional explanation for some of the social issues within colleges and universities, and help to lay the groundwork for more objective and long-term solutions. In addition, the study pushes for further development of cognitive labor and how it works in conjunction with emotional labor.