This dissertation explores the social, institutional, and structural conditions believed to be at the center of the racial disparities that influence access and participation within secondary and post-secondary environments of science, technology, engineering, and mathematics (STEM) education. More specifically, this study investigates the disproportionate underrepresentation of African American women and girls in STEM fields of education, examines how the unique social experience of African American women is compounded by the intersectionality of their racial and gender identity, and investigates how Historically Black Colleges and Universities are making science and technology education more equitable, socially inclusive, and culturally representative of our broader academic society. [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.]