Despite the greater numbers of underrepresented racial and ethnic minority (UREM) students enrolling in college over the last few years, many disparities still exist between UREM students (specifically Black and Latinx) and their White student peers when looking at grade point average, “staying-in-college,” and degree attainment. The purpose of this study was to understand how UREM students in the Posse Program at a midwestern university stay in college. Using a logic model, specifically a theory approach logic model that was adapted to describe the components of the Posse Program, this study used unique purposeful sampling to select 13 participants who identified as Black and/or Latinx. Each student was from the freshman, sophomore, junior, or senior year class and participated in a 90-minute interview where they were asked semi structured questions. Based on the coded analysis, I identified the following themes: student background and characteristics they bring to college; affirmation; and communities of support. These three themes represent how students in the Posse Program at a midwestern university stay in college. The information from this study was used to develop recommendations for Posse Program administrators, higher education administrators and universities, and current and future students.
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