The purpose of the current study was to explore the academic resilience of Black, first generation, low-income college students at a particular Predominantly White Institution (PWI). Through an exploration of lived experiences of Black, first generation, low-income college students, the current study sought to understand, from student perspectives, the institutional, communal, and personal factors contributing to academic resilience in ways leading to continued persistence. Using Critical Race Theory (CRT) as the macro theoretical lens and critical race methodology, the study elicited counter-stories that focused on academic resilience in the face of daily and historical challenges. The study employed purposeful sampling to select 10 participants who identified as Black, first generation, and low-income. Each participant engaged in a single semi-structured interview and follow up participant focus group; both of which lasted no more than two hours.Based on thematic analysis, I identified three primary themes that arose from patterns in the data. To honor CRT and participants' voices, I used participants' quotes to assist in the naming of the themes. The themes include (a) “Do whatever needs to be done to get the goal accomplished. That’s really all it is.” – Intrinsic motivation, grit, and academic resilience; (b) “It kinda just puts you in a situation where you just feel like failure’s not an option; even after you fail, you gotta get back up.” – Academic resilience and the sense of obligation to family and the broader Black community; and (c) “They raised a doctor” – The village model and academic resilience. The themes represent students’ lived experiences of remaining academically resilient while navigating an institution and society rife with classed and raced oppression. Student experiences were taken into consideration to develop recommendations and conclusions for theory, research, and, most importantly, future practice.
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