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This study investigated the factors that contribute to African American males successfully completing a baccalaureate degree. Employing a qualitative research design, the author conducted focus group interviews with African American male graduate students ( n = 11). Participants identified four factors as being significant contributors to their successful completion of a baccalaureate degree: (1) having an epiphany about the importance of higher education; (2) having access to the resources needed to attend and persist in an institution of higher education; (3) having a mentor, and (4) being resilient when faced with obstacles. Implications for institutions of higher education are discussed. [ABSTRACT FROM AUTHOR]

The presence of African American women at predominantly white institutions is one of historical relevance and continues to be one of first, near misses, and almosts. Individually and collectively, African American women at PWIs suffer from a form of race fatigue as a result of being over extended and undervalued. The purpose of this article is to present the disproportionate role African American women assume in service, teaching, and research as a result of being in the numerical minority at PWIs. Information is presented to provide an overview on racism in the academy, images and portrayals, psychosocial, spiritual, and legal issues for African American women faculty. Finally recommendations are presented to assist African American women faculty, and administrators, colleagues, and students at PWIs to understand and improve the climate at their institutions. [ABSTRACT FROM AUTHOR]