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This qualitative, participatory action research study used interviews and visual data to explore the aspirations of Black undergraduate students in their final year of science degree programs at a predominantly white institution, and the assets and resources that supported persistence in pursuing their aspirations. While students experienced academic stress, including feelings of having to positively represent all Black people, they described how several influences supported their persistence: (1) aspirations to give back to their families and Black communities; (2) faith; and (3) changes in academic approaches. Findings provide insights for higher education leaders to better promote equity in the sciences.