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The purpose of this qualitative transcendental phenomenological study was to explore the lived experiences concerning motivation to persist to graduation among degree-seeking academically successful African American males, ages 18-25, attending community colleges in Mississippi. This study was conducted with 10 African American male academically successful college students (average age of 19 years) attending community college in Mississippi. All participants were interviewed, with the Stevick-Colaizzi-Keen approach used as the thematic analysis. Initial thematic coding revealed 60 statements/codes, which were merged into 6 themes. Based on thematic findings, students were motivated to persist to graduation by having: (a) a strong sense of identity, inclusive of an academic and racial identity; (b) role models and mentors in the community, family, and university; (c) social support from others, inclusive of academic leaders and faculty as well as family and friends; (d) participation in university organizations (e.g., student government, band, athletics) and the campus community; (e) the development of academic skills, ranging from study and time management skills to learning from others to taking in-person classes; and (f) having a mindset to succeed, which included aspects of overcoming failure, becoming responsible, being self-driven, and having future academic and career goals. Findings can be used to inform the development and implementation of culturally congruent college persistence programming and initiatives for African American male community college students. The implementation of such academic initiatives may, in the long run, have positive economic benefits for the state of Mississippi.

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