Scholars have theorized and examined women's underrepresentation in science, technology, engineering and mathematics (STEM) fields for well over thirty years. However, much of this research has paid little attention to issues of racial and ethnic diversity among women, suggesting that all women have the same experiences in STEM. Women of color were excluded from research designs, or when they were included their numbers were too small for any meaningful analysis. Some researchers did not describe the racial and ethnic composition of their samples, even if only to note that all of the participants were white women, or simply chose not to examine racial and ethnic differences in the design of the study. Ignoring race and ethnicity obscures important dimensions of women's experiences in STEM and fosters the notion of a universal gender experience among women, without considering the differential experiences of women of color or the effects of racial privilege for white women. Women of color should not be further marginalized in a body of research that, in theory, is about transforming women's underrepresentation in male-dominated academic disciplines and career fields. This article provides an overview of how women of color are represented in higher education as undergraduate and graduate students and faculty. The unique challenges of race and ethnicity for women of color in STEM are discussed, as well as suggestions for institutional research practices that can build on the knowledge of women of color in STEM.