U. S. higher education institutions still have significant work to do in transforming institutional cultures to be responsive and receptive to Black women in leadership, hence diversity. Therefore, critical theories, such as Applied Critical Leadership, are used to understand complexities and issues within the context of leadership disparities for Black women in Predominantly White Institutions (PWIs) that can inform and extend traditional scholarship about educational leadership. The significance of this complementary chapter presents findings from a synthesis of historical and contemporary research literature that delineates the underrepresentation of Black women in leadership from an institutional perspective. Finally, recommendations are provided as a guide for university stakeholders to help advance culturally responsive and diverse leadership policies. Many Predominantly White Institutions (PWIs) have failed to acknowledge the contributions of Black women in the field of education. According to Parker and Ogilvie and Talley-Ross, Black women report that racism, rather than sexism, is the greatest barrier to opportunities in dominant culture organizations.