This dissertation aims to foster a comprehensive understanding of the distinct challenges encountered by Black first- and second-generation college students within higher education. By highlighting the multifaceted obstacles these students face, this research emphasizes the necessity for a candid and nuanced dialogue that transcends race, socio-economic background, and institutional affiliation. Through a detailed exploration of the lived experiences of these students, this study seeks to reveal the broader implications of their educational journeys on their academic success and personal development. The research delves into the socio-cultural, economic, and institutional barriers that uniquely impact Black first- and second-generation college students. It examines how these challenges influence their decision to attend college, their persistence in completing their degrees, and their post-graduation trajectories. The findings underscore the importance of targeted support systems and policies that address the specific needs of Black first- and second-generation college students. This dissertation argues for the implementation of inclusive strategies within higher education institutions to foster an environment where these students can thrive. Ultimately, this research aims to contribute to a broader understanding of educational equity and to advocate for systemic changes that promote the success of all students, regardless of their background. [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.]