This qualitative study examines the lived experiences of Black women in higher education executive leadership. The study examines how gendered racial stereotypes contribute to the barriers faced by Black women in reaching executive leadership positions in academia using an ethnographic methodology. Black female executive leaders in higher education encounter numerous barriers and challenges (e.g., metaphorical ceilings, lack of institutional support, oppressive institutional cultures, and lack of social networks) that impede their advancement, promotion, and retention. This study used a conceptual framework that combined intersectionality theory (Crenshaw, 1989) and community cultural wealth (Yosso, 2005) to examine the intersection of race and gender and their influences on the experiences of Black women in higher education executive leadership. The key findings of this study are as follows: a) being a Black woman does affect Black women's lived experiences in higher education, b) having a sponsor has significant influences on Black women's careers, and c) the participants in this study used community cultural wealth to navigate, contend with, and overcome the adversity and challenges they experienced. The recommendations focused on measures U.S. colleges and universities should take to address and correct the systemic problems that hinder Black women's progress, retention, and success in academic executive leadership to ensure their equitable representation in higher education. [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.]