Underrepresented female doctoral students (UFDS) face challenges in science, technology, engineering, and mathematics (STEM) education, particularly concerning a low sense of belonging (SoB). Little is known about the impact of learning settings (online or on-campus) and the inclusive leadership qualities of research supervisors on the SoB of women in STEM doctoral programs. This quantitative nonexperimental comparative study aimed to address this research gap, comparing the SoB of UFDS in online versus campus university settings and examining the relationship between perceived faculty inclusive leadership qualities (PFILQ) and SoB. Rooted in Fiske's core social motives, particularly sense of belonging, the study utilized an independent samples t test and regression analysis to analyze survey data from 638 participants, with 191 meeting analysis criteria. The key findings indicated no significant SoB differences between online and on-campus settings. PFILQ emerged as a significant predictor of UFDS's SoB, while university setting had no predictive value. Further refinement introduced percentage online involvement (POI), revealing no significant differences in SoB scores across campus, hybrid, and online POI categories. Notably, PFILQ and POI, specifically comparing campus and hybrid involvement, were identified as significant predictors for UFDS's SoB. The results may catalyze positive social change by providing guidance to educational institutions in cultivating a culture that not only welcomes diversity but also fosters a more inclusive and collaborative research environment for underrepresented women in STEM. This, in turn, may enhance the collective intelligence and innovation within these fields. [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.]