Thesis (Ph.D.) - Indiana University, School of Education, 2015The purpose of this study was to explore the experiences of African American female students at predominantly White institutions (PWI's), with emphasis on their perception of the institutional climate and availability of support. The experiences of Black female students at PWI's have often been examined through the lens of research on Black as a homogenous group. Exploration of the unique challenges Black women face negotiating their identity, their perceptions of the campus climate as well as the institutional support that is available to them is limited. Through semi-structured interviews, eleven African American women shared their stories and experiences of being Black and female at a PWI. The details of their experiences were analyzed and produced a series of themes that describe the essence of the Black women experience at a predominantly White institution. Themes included the impact of childhood and pre-college experiences with race and gender; experiences that are overshadowed by stereotyping and invisibility; and how Black women endure the college journey with various support systems, staying encouraged, and using survival/coping strategies. Findings of this study revealed: experiencing racism and/or sexism prior to being enrolled in college impacted how they responded to incidents in college; Black females perception of the campus climate include recurring experiences with stereotyping and invisibility inside and outside the classroom; although Black women share a common standpoint, there is still heterogeneity in their experiences; despite the challenges, they persist by internal and external motivations, support systems, and imploring survival/coping strategies; and perceptions of institutional support is that it is lacking for Black women but is greatly needed. This study also includes an update on the status of the participants as well as recommendations for institutional support and future research.