This dissertation explored the lived experiences of eight Black Student Activist Scholars on the campus of a Predominantly White Institution (PWI). Through the use of Critical Race Theory, and Sociopolitical Development, it was discovered that Black students understand their activist and civic engagement to be that of a 'duty of knowledge' wherein students expressed the importance of raising social awareness amongst their peers, colleagues, and the larger campus community. Furthermore, their lived experiences as scholar activists expanded their worldview of committing to social justice from a humanistic approach. Additionally, this dissertation is descriptive as well as prescriptive, as it highlights implications for Black Studies. -- Abstract.
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