The research addresses how post-secondary education can enhance Black student participation in STEM fields, which historically lag behind their White counterparts. Through improvement science, the researchers test the effectiveness of providing scaffolded learning and awareness modules for faculty and staff to enhance curricular design efforts and facilitate discussions on addressing issues affecting Black student success. Utilizing qualitative analysis, they find that participants shifted their focus from institutional responsibility to personal actions to support Black students. The study recommends integrating equity-focused learning for education leaders and emphasizes the importance of data-informed decision-making with disaggregated data in addressing inequitable outcomes. Future research should consider the evolving language and social context impacting educational equity efforts. [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.]