The purpose of this study is to examine allostatic load and John Henryism within post-secondary science, technology, engineering, and mathematics (STEM) learning environments through identified cumulative traumatic stress. The physiological impact of prolonged stressors has deleterious health effects on historically minoritized students. The researcher administered a stress inventory survey which generated elevated responses. These elevated responses were examined through personal narratives and measured against physiological markers for noted physiological responses. The sample consisted of medical school post-baccalaureate students in a research-intensive, public university in the Northeast United States. Through the lens of psychological allostatic load (Lamb, 2014) physiological markers and outcomes were analyzed using Pearson's correlation coefficient. The findings determined elevated scores in the Trauma Symptom Checklist--40 (TSC-40) in the subcategories of: Depression, Anxiety, and Dissociation. Consistent with these TSC-40 subcategories were significant elevations of Heart Rate Variance and Electrodermal Response. The researcher concluded from the evidence the presence of cumulative trauma based on Black and Brown STEM students employing the coping technique John Henryism while negotiating higher education learning environments. [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.]