The purpose of this qualitative phenomenological research study was to determine the obstacles experienced by Black students in pursuing acceptance into STEM related degree programs in higher education, the institutional specific barriers Black students experience while enrolled in STEM educational programs in higher education, and how the lack of diverse representation in higher education negatively impacts innovation in STEM. The problem that was addressed in this study was that STEM-related innovation within the United States is negatively impacted by a lack of diverse representation in higher education. This qualitative research study sought to understand the participants' experiences and provide insights into the problem. The stereotype threat theory provided the theoretical foundation for this study. The research questions were: What obstacles are experienced by Black students in achieving acceptance into STEM related degree programs in higher education?; What are the institutional specific barriers Black students experience while enrolled in STEM educational programs in higher education?; and How does the lack of diverse representation in higher education negatively impact innovation in STEM? There were 25 participants is this study that identified as Black or African American, age 18 years or older, and were or currently enrolled as a student at a college or university in the United States in a STEM related program. Participants responded to an online survey to respond to questions. Data analysis consisted of coding of participants' responses. Findings included themes that emerged from participants' responses to the survey questions. Participants reported that the barriers and obstacles they experienced were: (a) lack of knowledge about funding; (b) expensive tuition and books; (c) imposter syndrome; (d) lack of prior stem related course; (e) lack of mentorship; (f) lack of social skills; (g) bias towards women; (h) lack of faculty support; and (i) lack of diversity and the presence of racism. The recommendation of this study was that more government funding should be allocated to private and public institution of higher learning to create or enhance diversity, equity, and inclusion and mentoring services specifically tailored to Black students in STEM programs to increase their retention. [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.]