Historically, Black women have been underrepresented in top-level leadership positions in colleges and universities in the United States (Parker, 2015). Despite the fast-growing diverse student population and initiatives aimed at diversifying leadership programs and addressing pay equity gaps (Bartman, 2015; Chance, 2022; Patton & Croom, 2017), the American Council on Education reports that only 33% of college presidents are women today, with only five percent being women of color and an even smaller fraction being Black women (2022). This disparity underscores the urgent need for education's organizational culture to evolve to address the growing diverse population and the underrepresentation of Black women in top-level leadership positions (Alexander-Lee, 2014). The current study utilized an explanatory sequential mixed methods design to examine how organizational culture influences Black women in top-level leadership positions (e.g., presidents, provosts, chief academic officers, vice presidents, associate vice presidents, assistant vice presidents, deans, executive directors, and directors, including those in associate and assistant roles) at Historically Black Colleges and Universities (HBCUs) and Predominately White Institutions (PWIs) through the lens of affordance theory and intersectionality. The research was conducted in two phases. For the purpose of this study, all participants were from HBCUs and PWIs associated with the Coalition of Urban and Metropolitan Universities (CUMU) consortium. There were 62 Black women in top-level leadership positions from HBCUs and PWIs who participated in the study. In Phase 1, the researcher collected and analyzed quantitative data utilizing the Denison Organizational Culture Survey, and in Phase 2, the researcher collected quantitative data through semi-structured interviews. Findings from the quantitative data in this study revealed that Black women in top-level leadership positions from HBCUs and PWIs had no significant difference in how they identified organizational culture. However, the qualitative data revealed that Black women from HBCUs and PWIs view their organizational culture within their institution differently; there are commonalities across both HBCUs and PWIs. Moreover, the qualitative data revealed that Black women in HBCUs and PWIs experience intersectionality and affordances at different levels based on their current situation. In conclusion, this study underscores that Black women in top-level leadership positions in HBCUs and PWIs can bring about change and inspire future generations. By examining organizational culture through the lens of affordance theory and intersectionality, these leaders can pave the way for increased representation and empowerment of Black women in higher education leadership. [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/en-US/products/dissertations/individuals.shtml.]