Abstract
This study investigated the narrative experiences of undergraduate African American male students, 24 years and younger, who successfully transitioned to and persisted in college. In particular, this study explored the non-cognitive and environmental factors that influence persistence. Employing a qualitative research design, the author conducted focus group interviews with academically successful undergraduate African American male students (n=13). Three main themes emerged from the data: (1) confronting non-cognitive and environmental challenges to persistence, (2) colleges and universities playing a major role in persistence rates, and (3) same-race peer groups enhancing academic potential. Implications and recommendations for institutions of higher education are discussed.
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