This study utilized a basic qualitative design and Burns's transformational leadership theory, Crenshaw's intersectionality theory, and Collins's Black feminist theory to examine African American women in senior academic leadership positions at predominantly White institutions (PWIs) who have experienced gender, racial, and/or organizational bias in higher education. The study addressed a gap in the existing literature on higher education leadership by examining the experiences of African American senior women leaders. The qualitative study answered the research question: How and in what ways have African American women in senior academic leadership positions experienced gender, racial, and/or organizational bias in higher education? Ten African American women participated in semi-structured interviews to obtain thick, rich descriptions of their experiences with bias in their careers in higher education senior leadership. Iterative and interpretive thematic analysis was applied to the collected data, which resulted in six emergent themes. The six themes that emerged were: (a) self-determination, (b) lack of mentorship/support, (c) sexism, (d) student-centeredness, (e) perseverance, and (f) being dismissed and devalued in the workplace. The impact of this study is significant for PWIs and other institutions to inform equity, inclusion, and diversity initiatives and efforts to support aspiring senior leaders ascending to leadership positions 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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]