Understanding Black female college students' experiences, and what influences their persistence in higher education requires a need to center Black female college students in research, policy, and practice. Black women have continued to vastly outnumber Black men with higher enrollment in institutions of higher education. They have intersectional gender and racial experiences and face inhibitors at PWIs that could disrupt their persistence along their academic journey. In 2016, there was a greater percentage of enrolled undergraduate women than men across all racial/ethnic groups; however, the widest gap existed with Black students with a 65% enrollment rate for Black women versus 38% enrollment rate for Black men for 4-year institutions (NCES, 2019). This qualitative research study aimed to explore how Black women use their cultural capital as a resource to persist and overcome adversity while attending a predominantly White institution. 10 participants attending a large research university located on the West Coast of the United States of America were analyzed in this study. The themes identified were campus climate, invisibility, and community, all inhibitors of persistence for Black women attending a PWI. This study used the theoretical frameworks of Black Feminist Thought (1991) and Community Cultural Wealth (Yosso, 2005) to examine their experiences and persistence efforts. Practical recommendations of these findings and implications for leadership in higher education were discussed. [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.]