The antiblack past and present of institutions of higher education, more specifically community colleges, coupled with the resistance and perseverance of Black communities, has not only had a direct impact on Black student success, but also currently impacts the lived experiences of Black employees. To that end, the goal of this study was to further analyze the role that Umoja coordinators (i.e., Black faculty coordinators of Black student success programs) play in supporting Black student success and in institutional transformation at their colleges, along with the personal and professional costs associated with that support. Using critical race theory, antiblackness, and other theoretical frameworks, qualitative research methods were used to examine the factors that influence the experiences of 16 Umoja coordinators that led Umoja programs within the California Community College system. Findings showed that even though Umoja coordinators' level of education and years of professional experience were only matched by the passion that they have for Black students and their desire to create successful programs that promote Black student success, they were caught in what I argue to be a cycle of institutional neglect, antiblackness, and labor exploitation (INABLE). Umoja coordinators sought to resist INABLE and were successful in producing major success outcomes for Black students within their programs, but not without physical and emotional cost. Finally, Umoja coordinators offered solutions for other Umoja coordinators to resist INABLE and for staff, faculty, and administrators who wish to support Umoja coordinators and Black students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]