This qualitative research study used an interpretivist approach to examine the following research questions: (a) Do Black students experience intersectionality between their racial and academic identities in Catholic institutions of higher education? (b) Do student academic pathways promote their racial identity? (c) For Black students, do racial identity and academic pursuits intersect in the classroom? Is racial identity explored through inclusive pedagogical practice? and (d) Do Black students experience antiracist pedagogy in the classroom? Using an integrated and interdisciplinary exploratory approach by reconstructing four theoretical frameworks, this study explored Black American undergraduate student experiences and racial identity development holistically at Catholic institutions of higher education. Examining the intersection of Black American student identity as a Black American and a student through the reconstruction of Cross's Model of psychological Nigrescence, Bronfenbrenner's ecological paradigm, anti-racism, and critical race theory cultivated a multifaceted theoretical approach to holistically examine Black student development. Data collection took a two-tier approach using content analysis and semi structured interviews. Content analysis was conducted on digital media platforms to investigate the lived experiences of Black students navigating race while attending their respective institutions. Following content analysis research, 45 to 60-minute semi-structured individual interviews were conducted with 14 Black American students at various Catholic institutions of 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.]