The persistent underrepresentation of Black and African American individuals in evolutionary biology represents a critical challenge for STEM diversity and scientific equity. This review synthesizes recent qualitative research examining the multifaceted factors that influence Black and African American undergraduates' career interests and decision-making processes related to evolutionary biology. Drawing on Social Cognitive Career Theory and constructivist frameworks, this analysis examines three primary thematic domains: (1) career compatibility, encompassing racial representation, historical context, and religious identity; (2) career knowledge, including awareness and perceptions of evolutionary biology careers; and (3) family influence, covering expectations, support dynamics, and religious tensions. The review identifies significant gaps in career awareness, the impact of systemic racism and historical misuse of evolutionary theory, the complex interplay between religious identity and scientific acceptance, and the powerful role of familial expectations in shaping career trajectories. Based on these findings, the review presents evidence-based recommendations for institutional reform, inclusive pedagogy, culturally responsive career advising, and family engagement strategies. These recommendations aim to dismantle barriers and foster a more inclusive, equitable evolutionary biology workforce that reflects the diversity of the broader society.