The focus of this study explores the narratives of African-American students in college classroom settings. I am focusing specifically on African American women students because the United States has an extensive history of learning/classroom discrimination for African-Americans, as well as an extensive history of female intellectual exploitation. The study investigates the historical traumas of systematic anti-Black racism and sexism as it manifests at a large state university in California (which is neither a predominantly white institution [PWI], nor an historically Black college/university [HBCU]), but is still considered a minority serving school. I explore how racialization impacts African-American women students' performance and levels of academic success in the classroom; how it impacts their intellectual self worth; and, whether it generates feelings of social isolation. These findings will shed new light on an under-theorized topic: the experiences of African American women students at a university, which is neither majority-white, nor majority-African American. It is important to investigate the lived experiences of African American women students, in university environments. Evidence for my research will stem from 1 focus group of 2 students; and 8 in-depth interviews, 3 journal entries, and 3 documentary entries. In short, I explore how African American women students, at both the university undergraduate/ graduate levels; experience gendered racialization within classroom spaces, how they generate practices of resistance and resilience, and thus how universities might build more equitable spaces of learning, from the perspectives of African American women students.