This study explores the interplay of cultural capital, race, and academic success for Black students in UK higher education, using Yosso’s Community Cultural Wealth (CCW) framework. Traditional approaches often focus on the attainment gap, overlooking systemic inequities and the unique strengths Black students bring to their academic journeys. By applying CCW, this study highlights six forms of capital: aspirational, linguistic, familial, social, navigational, and resistant, which Black students draw upon to overcome structural barriers and achieve success. Through qualitative research involving semi-structured interviews with Black university students, the findings reveal the transformative potential of their cultural wealth. Aspirational goals, linguistic abilities, and familial and social networks provide critical support, while navigational and resistant capital enable students to navigate and challenge institutional racism, microaggressions, and exclusionary practices. The study underscores the importance of decolonising the student journey not merely the curriculum to enhance the experiences of Black students. This requires addressing systemic barriers across the entire university experience, from admissions and academic support to career services and campus culture. Recommendations include implementing equitable mentoring schemes, embedding anti-racist practices into institutional policies, and fostering inclusive environments that validate and amplify Black students’ cultural wealth. By shifting the narrative from deficits to assets, this research highlights the urgent need for UK universities to adopt a holistic, equity-focused approach that centres on decolonising the entire student experience to support the success of Black students.

Keywords: Cultural Capital, Community Cultural Wealth, Decolonising Higher Education, Black Student Success, Systemic Inequities in Education.