"Carving the Monolith" is a phenomenological exploration of community formation among African diasporic students at selective predominantly white institutions (PWIs), focusing on the intersections of race, ethnicity, and identity. It addresses the underrepresentation of native Black Americans and the overrepresentation of Black students of immigrant background at elite colleges, a trend rooted in socio-political changes following the Hart-Celler Immigration Act of 1965. The research investigates how the flattening of ethnic differences amongst Black students and conflation of African Americans with Black immigrants following affirmative action policies complicates the racial dynamics on these campuses. Drawing on qualitative data from semi-structured interviews with seven Black students and alumni from two selective universities, the study identifies three major themes: (1) the role of race and ethnicity in shaping initial peer group formation, (2) ethnic divisions that complicate the notion of a unified Black experience, and (3) mixed perspectives on institutional support for Black student communities. The findings reveal that while Black students from all backgrounds seek racial solidarity as a buffer against the predominantly white campus culture, the diversity within the Black student population leads to internal divisions. Black American students report feeling culturally alienated in Black spaces dominated by African and Caribbean students, which intensifies feelings of isolation. Moreover, while institutions provide some financial and structural support, they largely fail to address the nuances of Black ethnic diversity, thus inadequately supporting the full spectrum of Black student experiences. The research concludes that elite universities must reconsider their diversity policies to better reflect the cultural and ethnic complexities within their Black student populations, promoting a more inclusive environment that acknowledges the distinct experiences of African Americans and Black immigrants alike.