Black women in higher education leadership experience complex forms of discrimination that impact how they operate in their professional roles. This study used an intersectional and ecological lens to explore the racialized and gendered experiences of Black women in leadership roles at a predominantly White institution. Using a qualitative methodology, this study analyzed how 11 Black women perceived their experiences as leaders at predominantly White institutions (PWIs) across the United States, their institution's diversity climate, and how it may impact their self-efficacy and leadership approaches. The findings revealed that Black women's unique identity-related experiences in the workplace interacted with the contextual components of the different ecological contexts within PWIs: microaggressions and uncomfortable conversations within the department, low representation of Black women in leadership, the diversity initiatives of the institution, and the influence of the institution's geographic region. This study also concluded that the participants held positive self-efficacy beliefs especially when reinforced by leadership, incorporated empathy, utilized self-preserving behaviors, and felt a sense of responsibility to Black students and staff in their leadership approaches. Finally, the findings demonstrated that in order for institutions to create positive climates for diversity, Black women needed to see formalized strategies to promote diversity in leadership and to feel that their work is respected. [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.]