ABSTRACT
Black women undergraduate students face systemic barriers to success within college environments and persist through their efforts to support and retain themselves and each other. This chapter highlights the experiences of high-achieving undergraduate Black women in science, technology, engineering, and mathematics (STEM) majors at a predominantly white institution using community cultural wealth as a critical lens. This chapter concludes with three lessons for institutional leaders to support and retain Black women in higher education. Embedded within the three lessons are examples of how Black women created supportive peer mentoring communities for themselves and others, with implications for Black women graduate students and faculty.
