There are fewer doctoral degrees earned by women than men in many STEM (science, technology, engineering, and mathematics) fields, and gender gaps in higher education pathways persist. The purpose of this action research study was to investigate and understand the experiences and persistence of women Ph.D. students in male-dominated STEM disciplines. The overarching goal was to support and contribute to the advancement of women in male-dominated STEM fields. Participants and data collected in Cycle 1 consisted of semi-structured interviews with women Ph.D. students and alumnae from multiple STEM disciplines at the research site. The themes of persistence, challenges, and improvements were identified. The Cycle 1 insights were used to drive the Cycle 2 intervention. Multifaceted action steps were designed, implemented, and evaluated in Cycle 2 to make improvements to better support women Ph.D. students in male-dominated STEM disciplines. Results from this research indicated that aspects of structure, supportive relationships, and community across disciplines are key contributing factors of enhanced support and contribute to empowering women doctoral students to persist through challenges that arise. Implications for the organization include advancing student support through role modeling, professional development, and institutional resources. [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.]