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Institutional and structural barriers that hinder the mathematical potential of Black students were uncovered in this review of literature. Moreover, it underscored the significance of quality math pathways for Black students pursuing Science, Technology, Engineering, or Math (STEM) careers in higher education. The research showed that Black students in the K-12 STEM pipeline were exposed to racialized classroom experiences, teacher biases, and lower academic expectations. Furthermore, tracking policies, and inequitable access to high quality math teachers, resources, and curricula emerged as some of the mechanisms that influenced Black students continued academic engagement with math. Additionally, revealed in this review was the critical need for early and successful student engagement with math in the K-12 pipeline, and for early quality math experiences that could lead to successful secondary and college outcomes for Black students. The findings have significant implications for future generations of Black scientists, engineers, mathematicians, and their teachers. [ABSTRACT FROM AUTHOR]