This dissertation presents a phenomenological case study exploring the experiences of Black women in Science, Technology, Engineering, and Mathematics (STEM). The study focuses on Black women who attended urban schools and pursued STEM majors at Predominantly White Institutions (PWIs). This study employs a narrative inquiry approach to understand the lived experiences of six Black women in STEM, focusing on their learning strategies, formation and understanding of identities, adoption of coping and resilience strategies, and the pivotal influence of community and support systems on their STEM journeys.The research addresses the limited depth and breadth of existing studies on the representation of African American women in STEM, particularly the lack of qualitative data representing their voices. (Ferguson, 2016; Ferguson & Martin-Dunlop, 2021). Through surveys, journal responses, in-depth interviews and analysis of narratives, this research seeks to uncover the experiences of Black women in STEM, highlighting their achievements, challenges, and the strategies they employ to navigate a predominantly white field. By giving voice to their stories, this study aims to provide insights that can inform policy, practice, and advocacy efforts aimed at increasing diversity, equity, and inclusion for Black women in STEM. The findings of this research will contribute to the existing body of knowledge on diversity in STEM and provide valuable insights for educators, policymakers, and organizations seeking to create more inclusive environments. Ultimately, this research seeks to empower Black women in STEM, validate their experiences, and inspire future generations to pursue careers in 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.]