Educators continue to examine how to increase Black student representation in STEM fields in higher education and there are increased calls to implement collaborative learning in STEM classrooms. However, current implementations do not discuss how collaborative learning can be culturally relevant for Black STEM students, and STEM environments have not been assessed by how anti-blackness informs policies and practices. Guided by BlackCrit, QuantCrit, and the Culturally Engaging Campus Environments, the purpose of this study was to use a critical, anti-blackness lens to examine how Black STEM students experience collaborative learning by way of the NSSE's Collaborative Learning Expansion Set (CLES). The sample included 638 Black STEM students from 30 institutions across the United States. I analyzed the literature through five anti-blackness-based dimensions (Academic Outcomes, Community-Building and Counterspaces, Group Dynamics, Identity and Worldview Orientations, and Faculty Engagement) to understand how current measures and implementation of collaborative learning could become more culturally relevant. I created the Centering Minoritized Populations Framework to combine the conceptual framework together to articulate how Black STEM students are centered in this study. QuantCrit was specifically employed as a methodology to center Black STEM students' college experiences in the creation of CLES and in all analysis to promote anti-deficit narratives of Black STEM student experiences in collaborative learning. A series of descriptive and inferential statistics were conducted, and results showed that Black STEM students reported a communal orientation and valuing the maintenance of their contributions in collaborative learning while placing little value in being recognized for their collaborative contributions. For within group differences in Black STEM students' collaborative learning experiences, students differed on CLES scales by class year, STEM major, gender identity, and sexual orientation. Both research and practical implications from this study point to a need for STEM educators and education researchers to take a more critical approach in assessing how various identity characteristics factor into how STEM students' collaborative learning experiences. This study significantly contributes to the STEM education field by offering STEM educators a more culturally congruent approach to reimagining current pedagogical practices already being implemented while centering racially minoritized student experiences. [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.]