This study examines the ways in which fictional Black female teachers enact their academic othermother identity in support of Black adolescent female students' academic, socioemotional, and cultural needs in urban secondary literacy contexts. Sharon Flake's "The Skin I'm In" and Sapphire's "PUSH" were the multicultural young adult texts used in this study. Black Feminist Thought (Academic Othermothering) was the theoretical perspective that drove this study. Critical Content Analysis was the analytical tool employed to interpret data. This study found that fictional Black female literacy teachers depicted in multicultural young adult literature texts enact their academic othermother identity by: (1) disrupting the dominance of formal literacy assessments and curricula, (2) incorporating dialogic journal writing in literacy instruction, (3) creating spaces for Black girls to author their lives and re-imagine self, and (4) negotiating multiple identities and external influences. This study provides pedagogical strategies designed to support teachers working with Black girls to infuse an ethic of care in the urban secondary literacy classroom.