The qualitative phenomenological investigation utilized a snowball sampling method to research the experiences of undergraduate African American e-learners with networked support while studying medical science online. Recently, concern about the gender imbalance of women in science, technology, engineering and math (STEM) emerged at the forefront of national conversation. The study explored lived experiences of participants through the theoretical lens of the double bind and triple bind threat. While there may be books on African-American achievements and African-American firsts, quantitative data determined undergraduate African American e-learners performed 40-60% worst online, than their counterparts enrolled in traditional STEM courses. This trend resulted in scholarly concern about the potential that a lack of support may be the underlying reason for the dismal rates of attrition. Hence, the research explored the lived experiences of 11 undergraduate participants in Florida to determine the impact of innovative support on academic achievement and the desire to persist. The findings suggested the experiences of networked support that participants acquired through peer-to-peer engagement, digital software tools, and self-directedness made them feel more empowered to persist despite the rigor. As well, first-hand accounts revealed, many participants felt disempowered by lack of pedagogical support; while simultaneously acknowledging the inherent demand for self-reliance as a reasonable expectation of e-learning. Findings are foundational and timely for the 21st-century discussions by scholars interested in seeking solutions that rely on technological innovation as a tool to mediate learning gaps to; ultimately, stem the rising tide of attrition. The research called for action research, quantitative studies, and additional methods needed to determine ways to close the gap of networked support in the manner that is authentic and scientifically effective for the historically underserved. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]