Efforts to improve the Black science, technology, engineering and mathematics (STEM) pipeline have focused on historically Black colleges and universities (HBCUs); however, this work generally fails to acknowledge men. This article characterized Black male receipts of bachelor's degrees from HBCUs in STEM fields between 1981 and 2009 using a gendered approach to challenge two paradigms: a White patriarchy that omits African American men in STEM research, and the gendered nature of racial disadvantage in STEM that focuses on women. The study recommended expanding research on the STEM pipeline by acknowledging the importance of ethnicity/race, gender, and academic field simultaneously. (Contains 2 tables.)