While a large body of work examines Black women's experiences as students and faculty in universities, most studies narrow in on students or faculty and are geographically bound by nation. Drawing on intersectionality, global anti-Black racism, and theories of belonging and resistance, this dissertation provides an interdisciplinary analysis of how distinct educational policies of diversity and inclusion shape the ways Black women navigate and resist institutional, cultural, and social exclusionary practices in academia. Through a transnational, multi-sited ethnographic case study approach, this study uses interviews, observations, and artifact analysis to examine how women of the Black diaspora experience policies of inclusion and exclusionary practices in two public, predominantly white, research universities in the Midwest region of the United States and the South region of Brazil. Findings contribute to educational policy studies, Black diaspora and gender studies, and critical inclusion studies of education to show how distinct policy articulations of inclusion shape Black women's experiences with visibility. The findings demonstrate Black women's experiences with social, cultural, and economic exclusionary practices push Black women to conceptualize a sense of "limited belonging" at their universities. Limited belonging show the complex and nuanced ways Black women resist and reimagine norms of belonging in higher educational institutions which are deeply embedded in anti-blackness, patriarchy, and the notion of meritocracy. This study further shows a dialectical relationship between Black women's experiences with exclusionary practices and the spaces of resistance they create to heal, survive, (un)learn, remember and self-define. [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.]