This phenomenological study delves into the experiences of Black female college (BFC) students at predominately white institutions (PWIs), focusing on their conceptualization and experience of belonging within the academic environment of a PWI. Grounded in social constructivist epistemology, the research employed qualitative interviews and thematic analysis to explore three central inquiries: the nature of belonging as perceived and experienced by BFC students, the role of other mothering in fostering this sense of belonging, and the institutional and systemic barriers that impact their sense of belonging at PWIs. Drawing on the lived experiences of BFC students at Drexel University, this study aimed to uncover the nuanced ways in which the intersectionality of race, gender, and socioeconomic status shaped their academic and social experiences. The research framework was informed by a blend of the researcher's paradigm, field experience, and literature on phenomenology, other mothering, and the Ethics of Care, reflecting a commitment to understanding and addressing the unique challenges this demographic faces. The findings from this study were that the concept of other mothering plays a significant role in the academic success and well-being of Black female college (BFC) students at PWIs. The findings emphasize the importance of nurturing relationships and community support in fostering a sense of belonging, which is crucial for the retention and graduation rates of these students. The research identifies key barriers to belonging, such as systemic issues and microaggressions, and suggests that addressing these through institutional policies and practices can lead to more inclusive educational environments. Moreover, the study highlights the need for PWIs to enhance representation and cultural awareness, invest in support services, and address systemic issues to improve the experiences of BFC students. By promoting a sense of belonging and creating a diverse curriculum, colleges and universities can provide a more supportive and culturally relevant educational experience for BFC students. The research also underscores the importance of mentorship and inclusive initiatives in promoting academic success and retention, suggesting that committed leadership and the development of scholarly communities are essential in assessing and mitigating barriers 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.]