This narrative inquiry explored the experiences of African American female students at predominantly White institutions (PWIs) in the United States, focusing on how campus climate and racial identity influence their academic and social lives. It amplifies the voices of these students and sheds light on the unique challenges they face within environments shaped by White cultural norms. Through personal stories, the research sought to understand how these students navigate the specific obstacles posed by campus climates that were not historically designed to support their unique, cultural needs. The study employed a research design of qualitative narrative inquiry, capturing lived experiences through individual stories. Findings highlight the impact of racial microaggressions and other forms of marginalization and explores how participants adapted to or resisted such challenges. The study's recommendations emphasize fostering inclusive and supportive campus environments by addressing racial microaggressions, building intentional communities for African American female students, and promoting a deeper understanding of intersectionality. This study contributes to the ongoing discourse on diversity, inclusion, and racial equity in higher education by elevating the perspectives of African American women at PWIs. The results and recommendations advocate for empathy, awareness, and structural changes to create more welcoming campus climates that support the success and well-being of African American female students. [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.]