Abstract
This qualitative study investigated the collegiate experiences of 59 Black males at three different historically White institutions. Specifically, we explore how these students construct meaning from their collegiate experiences and their efforts for educational success. As Black males, they were confronted by a deficit perspective that often translated into lowered expectations of them across the college milieu—both academic and social—and posited them as outsiders on campus. In response, the students articulated two critical components of their college experience that positively shaped their persistence efforts: (a) peer-to-peer bonding and associations with other Black males and (b) mentoring from Black faculty members. Findings suggest that these social networks and micro-communities both enhance and support Black males’ persistence in college.
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