Abstract: The purpose of this qualitative, transformational, phenomenological, action research study is to ascertain how race, class, and gender coalesce to impact the success of Black women at predominantly white institutions. The term "success" in the context of this study holds layered meanings, particularly from a Black feminist perspective that emphasizes both individual achievement and collective well-being within systems marked by structural inequality. In the realm of higher education, success cannot merely be defined by traditional metrics such as degree attainment, career advancement, or social mobility. Instead, it encompasses the nuanced experiences of navigating and resisting intersecting systems of oppression--racism, sexism, and classism--within predominantly white institutions (PWIs) (Hill Collins, 2000; Crenshaw, 1989). Drawing on Black feminist thought, success for Black women involves achieving academic and professional goals while maintaining a sense of self-definition and authenticity in environments that often marginalize or undermine their identities (Hill Collins, 2000). It requires cultivating resilience and community--leveraging personal strength and communal support networks to confront barriers and redefine narratives of achievement (Winkle-Wagner, 2015). Success also entails transformative engagement, wherein Black women actively resist dominant narratives, create spaces of belonging, and contribute to the empowerment of others within and beyond academia (hooks, 2000). Furthermore, intersectionality (Crenshaw, 1989) is critical to understanding success in this study, as it accounts for the compounded challenges Black women face at the intersection of race, class, and gender. Success, therefore, involves not only excelling academically but also navigating these intersecting identities in ways that foster holistic well-being--balancing iii personal, cultural, and professional identities while challenging institutional practices that perpetuate inequality. This study explores how Black women define success on their own terms, emphasizing both personal fulfillment and contributions to their communities. Their experiences reveal that success is not merely a destination but an ongoing process of negotiating identity, building support networks, and pushing back against systemic barriers in ways that open doors for others. In this light, success becomes a multifaceted and communal achievement, grounded in individual excellence, collective uplift, and the transformation of exclusionary systems. Black women are entering post-secondary colleges and universities at historical rates however graduation rates fail to corroborate such increases. Implications of existing studies are that barriers exist that hinder success for Black women. This study seeks to understand (1) Why are there so few Black women with doctorate degrees? (2) What are the barriers to completing the degree program? (3) What are the salient qualities Black women see as necessary for graduation? (4) What support systems were most valued while pursuing this degree program? This study should be important to a wide audience since professors, administrators, students, and researchers alike will benefit from understanding the unique social location of Black women as racialized, genderized individuals and the impact on their experiences in higher education. Additionally, all women of color who are currently pursuing an advanced degree can benefit from understanding how to maneuver the academic landscape from the viewpoint of experienced Black Women, those who value the transformative power of shared experiences gained from articulated standpoints and believe in the potential for meaningful reform will recognize the promise inherent in the outcomes of this important research.
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