Higher education researchers have defined the need of feeling connected to a place or community as a sense of belonging or a student's ability to connect to campus through support systems, positive interactions, and mattering (Hurtado & Carter, 1997; Strayhorn, 2012). A student belonging to or within an institution has been associated with achieving educational outcomes and success (e.g., social acceptance, faculty relationships, and engagement in extracurricular activities; Vaccaro & Newman, 2016). These definitions, however, often center the experiences of White students. Despite Black women's persistence and ability to excel within predominantly White institutions (PWIs) (Patton & Croom, 2017; Porter & Byrd, 2021), institutional actions (or lack thereof) have not supported Black women's mattering. Black women students endure covert sentiments of marginalization and overt actions of violence. From being rendered invisible in classroom spaces and student organizations (Hannon et al., 2016) to being escorted out of classrooms by campus police (Patton & Njoku, 2019), Black women must navigate the very institutional spaces that celebrate their graduation statistics, yet simultaneously perpetuate their erasure. The purpose of this article is to trouble whether Black women can truly and fully belong in these institutional spaces and among individuals who preserve historical legacies of their exclusion. Christa Porter's positionality as a Black woman who has navigated PWIs as a student, administrator, and faculty member grounded her approach to this study.