Black women undergraduates are represented in low numbers in science, technology, engineering, and mathematics (STEM) fields. Research studies have lacked data outlining the compounding effects of the intersectional, gendered, and racialized experiences they often face in their programs of study. Participation in kinship networks may be a critical aspect of social and career development that assists this population to thrive in STEM. This qualitative study extends the use of the Black feminist thought theoretical perspective along with a critical lens to understand the value of the kinship network experience for Black women undergraduates in STEM. The goals of this study were two-fold: (a) to explain how navigating the intersectionality of being a woman and identifying as Black in STEM may influence a student's undergraduate experiences and outcomes, and (b) to identify the features of student-cultivated and institution-driven kinship networks that prove to be most instrumental in the success of Black women in STEM's academic pathways at the 4-year level. Findings from the analysis revealed that for Black women undergraduates (a) holistic support networks are necessary for finding safe spaces and affirming experiences, (b) a lack of representation can impact how Black women undergraduates exist in unwelcoming and exclusive spaces, and (c) self-defining (as a Black woman and scientist in a marginalizing environment) emerges from having access to safe spaces in helpful and productive ways when one can self-define with someone who practices cultural competence and shares a similar lived experience regarding gender and race. [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.]