ELRC 7611 College Students in the United States

Final Interview Project

Final Interview Project - Black Male College Learners & Low Income, First-Generation Learners: Exploring Access, Engagement, and Persistence

Introduction

Over the past several decades, colleges have started to emphasize access and equity for historically marginalized learner populations, but despite these incremental efforts, Black Male Learners (BML), who are often also Low-Income, First-Generation (LIFG) college learners, continue to experience disparities in access, engagement, retention, and degree completion (Thornhill, 2023; Bryson & Sheppard, 2021). National data consistently show that BML have lower college enrollment, persistence, and graduation rates compared to their peers, especially when compounded by socioeconomic disadvantage and first-generation status (Stebleton et al., 2017; Thornhill, 2023). These intersecting identities place BML-LIFG learners at a unique disadvantage within higher education systems that were not originally designed to support them (Perez et al., 2022).

BML-LIFG learners often enter college with limited social resources, reduced familiarity with institutional norms, and fewer financial and academic resources (Stebleton et al., 2017). Many navigate college environments where they feel marginalized, stereotyped, and disconnected from campus culture, experiences that are shaped by racialized campus climates and deficit-oriented assumptions (Bryson & Sheppard, 2021). Additionally, structural barriers such as financial stress, lack of mentorship, and limited access to culturally responsive support services further complicate their college experiences (Perez et al., 2022; Cocco & Grosbach, 2024). Understanding these challenges through the voices of learners themselves is critical for informing more equitable and responsive institutional practices (Thornhill, 2023).This interview project aims to center the lived experiences of BML-LIFG by examining the challenges they face in college, the support systems they rely on, and the strategies they believe their school should adopt to better serve learners like them.

Project Objectives

The primary objective of this interview project is to explore how BML-LIFG experience higher education, with a focus on access, engagement, socialization, retention, and persistence. This project aims to address the following guiding questions:

1. What shapes the college experiences of BML-LIFG?

2. How do these learners describe their access to academic, social, and institutional support?

3. What barriers do they encounter that impact their engagement and persistence in college?

4. What strategies do they believe are most effective in supporting their success?

We did a literature review and used literature that highlighted how BML-LIFG learners often experience financial strain, academic under preparedness due to poor K–12 schooling, and have limited access to mentorship and advising (Stebleton et al., 2017; Perez et al., 2022). Research also indicated that these learners frequently report feelings of isolation and a lack of belonging on predominantly White campuses, which negatively affects engagement and persistence (Thornhill, 2023; Bryson & Sheppard, 2021). Research also emphasized the importance of culturally responsive support programs, strong mentoring relationships, peer networks, and faculty engagement in promoting positive outcomes for BML-LIFG (Bryson & Sheppard, 2021; Cocco & Grosbach, 2024).

By incorporating direct learner feedback, this project will look beyond just the same ‘ol narratives and instead highlight resilience, agency, and practical insights that can change institutional practices. The findings will contribute to a deeper understanding of how colleges and universities can better support BML-LIFG who are navigating higher education with limited economic and generational capital.

Brief Literature Review

Introduction

Black Male Learners (BML) and Low-Income, First-Generation (LIFG) learners are the subgroups I selected for my interview project. These learners not only represent myself, the people I grew up with, and many of the learners I teach every day as a high school educator, but they also represent an important population in higher education whose experiences are shaped by systemic inequality related to race, socioeconomic status, and access to institutional resources. While some universities have expanded upon student success programs, outcomes for Black male learners remain uneven, with persistent disparities in engagement, belonging, and graduation (Thornhill, 2023). For learners who are first-generation and low income, these challenges are often intensified by limited access to college navigational knowledge, financial hardship, and responsibilities outside of the classroom.

Deficit Framing, Professionalism, and Institutional Expectations

A consistent theme across the literature is that low income and first-generation status should not be framed as red flags within learners, but instead understood as indicators of unequal access to opportunity, structure, and institutional knowledge. Many colleges continue to privilege learners who already possess cultural capital, social networks, and familiarity with higher education systems. Perez et al. (2022) argue that social mobility for low income learners requires more than earning a degree, noting that learners are often expected to learn and perform dominant rules, values, and ways of being that reflect hegemonic norms in order to succeed in and after college.

This framing of professionalism can function as a gatekeeping mechanism rather than an expectation. For BML, these dynamics are especially relevant because stereotypes often influence how their behavior and academic potential are interpreted by faculty, staff, and peers (Perez et al., 2022). When institutions fail to interrogate how professionalism and behavioral expectations are applied, they risk reinforcing assimilation and marginalization rather than validating learners’ lived experiences and strengths (Perez et al., 2022; Bryson & Sheppard, 2021).

Financial Hardship and Structural Barriers to Persistence

Low-income status is frequently associated with barriers that shape learners’ enrollment decisions, academic behaviors, and persistence. Financial hardship often increases the likelihood that learners work long hours, commute significant distances, reduce course loads, or temporarily stop out of college altogether (Stebleton et al., 2017). These conditions are especially consequential for BML, who often experience added pressure to contribute financially to their households (Perez et al., 2022).

Perez et al. (2022) also highlight how institutional assumptions about learner engagement often conflict with the realities of LIFG learners’ lives. Concepts such as leisure time, unpaid involvement, and traditional forms of campus engagement may be unfamiliar or inaccessible to learners who must prioritize work and family responsibilities. Rather than viewing these differences as motivation problems, the literature suggests that institutions must recognize them as mismatches between institutional design and learners’ lived circumstances. Addressing these barriers requires structural responses such as needs-based aid, emergency funding, basic needs support, and employment practices that protect academic momentum.

First-Generation Learners and the Hidden Curriculum

LIFG learners often encounter what scholars describe as the hidden curriculum of higher education—unwritten rules related to communicating with professors, accessing office hours, navigating advising systems, and understanding degree requirements. While these expectations may appear obvious to continuing-generation learners, they are often unclear for LIFG learners, who must devote additional time and energy to decoding institutional systems (Stebleton et al., 2017).

Stebleton et al. (2017) emphasize that successful LIFG learners often rely on relationships with peers, faculty, and staff to gain access to college navigational knowledge. However, support systems that depend solely on learners seeking help can be limiting, particularly for learners who avoid help-seeking due to stigma, fear of judgment, or prior experiences of marginalization. The literature suggests that institutions must move toward proactive, relationship-rich support models that normalize help-seeking as an expected and valued part of the college experience.

Campus Climate, Belonging, and Black Male Learners

Campus climate plays a significant role in shaping Black male learners’ sense of belonging and psychological safety. Thornhill (2023) identifies belonging and involvement as central mechanisms of persistence for LIFG learners of color, emphasizing that experiences such as microaggressions, biased assumptions, and racialized campus environments can reduce engagement and increase emotional exhaustion.

Bryson and Sheppard (2021) challenge deficit-based narratives by centering Black male excellence, particularly within historically Black colleges and universities (HBCUs). Their work highlights how culturally affirming environments, strong relationships, and asset-based expectations contribute to the success of first-year BML. When learners are surrounded by environments that validate their identities rather than frame them as problems, they are more likely to experience belonging and academic persistence.

First-Generation Learners in Intercollegiate Athletics

Cocco and Grosbach (2024) examine LIFG learner retention within the context of intercollegiate athletics. Their findings suggest that while athletics can provide structure, access to resources, and a sense of community, it can also intensify time demands and place competing pressures on academic engagement. For BML, whose access to higher education may be closely tied to athletic participation, these dynamics can complicate long-term academic planning.

The authors argue that effective support for first-generation learner-athletes must extend beyond compliance-based advising and eligibility maintenance. Instead, institutions should prioritize holistic academic development, mentoring, and career preparation that support learners beyond their athletic identities (Cocco & Grosbach, 2024).

Conclusion

These peer-reviewed articles advance the elephant in the room in several important ways. The research shows that higher education is not a neutral environment and that institutional expectations often reflect dominant cultural norms that disadvantage LIFG learners. Perez contributes to this understanding by revealing how professionalism expectations can reinforce inequity and social reproduction even in programs designed to support learners. Thornhill elevates belonging and involvement as central mechanisms of persistence for first-generation Black male learners, reinforcing engagement as essential rather than optional. Bryson and Sheppard center Black male excellence, offering a lens that challenges deficit narratives and highlights how culturally affirming environments can promote success. Together, these studies highlight that success for BML and LIFG learners is shaped by both individual effort and institutional responsibility.

Interview Participants

The participants for this interview are 3 BML-LIFG that played high school basketball for me, 3 of my kids that were fortunate enough to follow in my footsteps and play basketball after high school. While it can be said that the experience of college athletes that are BML-LIFG is different than the non-athletes, that is only prevalent at the Division 1 or 2 level, these are Division 3 level learner athletes, there are no scholarships and preferential treatment. There is already a deep level of trust and rapport, which is particularly important when discussing personal and potentially sensitive experiences related to race, class, and educational access, so all responses are sure to be genuine. I know all of these learners and what they have been through, some things we went through together.

Participants have already been contacted, informed about the purpose of the study, and have agreed to participate. Interviews will be conducted via text message, allowing participants flexibility and comfort while also generating written transcripts that can be directly analyzed and quoted in the final report.

Synopsis of Interview Findings

Academic Under-Preparedness and Workload Shock

All three learners are feeling academically unprepared for the rigor and volume of college. Learner 1 stated bluntly that he felt "not at all" prepared when he began college, Learner 2 said, “We did not get prepared for this much work coach,” and Learner 3, “Coach it’s too much, you told us it was real. We should’ve had 4.0 GPAs in high school.” The sudden increase in academic expectations created stress and frustration, yet all 3 learners emphasized persistence as a survival strategy. “I want to be the best, that motivates me on the court, and I want to graduate from here. I really want to graduate, I want that car you have coach,” said Learner 1.

Financial Insecurity and Basic Needs

Financial strain was one of the most consistent themes. Learners repeatedly referenced hunger, lack of money, and limited access to food outside of cafeteria hours. “Me and my teammates try to look out for each other, but it’s hard to move around with no money. We can’t get food if the cafe is closed. Subway is right there, but they tax with the sandwiches. But I’m still happy to be living at school, it’s nothing new,” said Learner 1. “We don’t have any money for food. Hungry nights coach,” Learner 2. “My uncle sends me money on cash app sometimes, but it’s crazy how they don’t let us in the café late. We broke,” Learner 3. These responses highlight how unmet basic needs directly impact learner wellbeing.

Conditional Belonging and Racialized Experiences

All 3 Learners described complex feelings of belonging on campus. Some expressed feeling invisible or viewed with suspicion as Black men, particularly in predominantly White environments. “They don’t even treat me like I exist here, they’re afraid of me or something. But I can’t focus on that, I have bigger things to worry about like all this work.” Learner 2. Learner 2 shared that he believed people on campus were afraid of him until they learned he was an athlete, “Coach I think if I didn’t hoop, they would not like me on campus. Some of these people here in Kansas do not like black men with dreads. They look shook on campus sometimes. When they know you hoop they show you love though.” Learner 1 described experiences with perceived racism from faculty or peers, which he coped with by disengaging emotionally and focusing solely on survival and completion, “There’s some racist people here, I think these professors are racist. They really don’t care. I know they’re doing their jobs but it’s nasty work. I try to ignore it though and just do what I need to do, control what I can control.”

Motivation Rooted in Family, Pride, and Survival

Despite challenges, each learner demonstrated strong motivation to persist. “I want to make everybody proud of me. I know you say you’re proud of me coach, but I want to really make you and everybody proud by graduating.” Learner 1. Their motivations included making their families proud, achieving financial stability, proving doubters wrong, and completing what they started. “I’m from Bradley Courts, I’m proud to be from the Courts too. The projects raised me. Me and my mom had each other, and I’m making something of myself. I’m in college to better my future. I’m going to do it too coach, I’m doing it,” and, “If my teammates are my peers than they motivate me, but I think my biggest motivation is myself. My future. I have to buy back Bradley Courts. I have to be rich.” Learner 2. Graduation isn’t just as an academic goal, but a form of resistance & validation.

Lack of Institutional Support

Across the interviews, each learner consistently reported little to none institutional supports. “We have study hall sometimes, that’s helpful, but I don’t think we have any other kind of support. I just try to handle my business like you taught me coach.” Learner 1, “I think the support from home is the most helpful, from people like you and Walker coach. There isn’t support here.” Learner 2, “I think the things you told us and tell us are the biggest support coach. There aren’t supports on campus besides the girls I know that help me with my work.” Learner 3. They described relying on themselves, their families, teammates, or me for guidance and encouragement. When asked about which supports were missing, they frequently mentioned food access, financial assistance, and reduced academic burden. “There should be money for us, or the café should be 24 hours. Unlimited swipes. We can’t eat, that’s not right.” Learner 1.

Discussion & Conclusion

The purpose of this interview project was to explore the experiences of BML-LIFG learners in higher education, focusing on access, engagement, persistence, and institutional support. The findings from this study both reinforce and personalize existing data by offering direct insight into how systemic inequities are experienced on a daily basis by learners navigating college environments that are often unprepared to meet their needs.

One of the most significant findings of this project was the reality of the academic under preparedness expressed by all 3 Learners. They consistently described feeling overwhelmed by the college coursework, indicating that their pre-college educational experiences did not adequately prepare them for the college academic demands. This aligns with prior research suggesting that inequitable schooling structures disproportionately impact low-income, first-generation learners of color, leaving them to play catch up once they arrive on campus. Rather than viewing this under preparedness as simply a deficit within learners, institutions must recognize it as a systemic failure that requires proactive academic scaffolding, personalized advising, and culturally responsive teaching practices.

Financial insecurity emerged as another prominent & deeply realistic problem. The Learners spoke openly about hunger, lack of spending money, and restricted access to campus cafeterias. These findings highlight the reality that basic needs insecurity continues to be normalized within higher education, particularly for BML-LIFG learners. When learners are worried about where their next meal will come from, engagement and academic success become secondary. Institutions must move beyond emergency aid support and implement sustained, accessible basic needs support, including extended dining hours. 

Experiences related to race and belonging further shaped how the Learners navigated their campuses. The Learners described feeling invisible, stereotyped, or conditionally accepted, valued only for being an athlete. These experiences reflect deeper patterns documented in the literature we reviewed, where BML report racialized surveillance, marginalization, and emotional disengagement as coping mechanisms. While my Learners expressed confidence and resilience, their narratives reveal that belonging was often fragile and contingent rather than fully institutionalized. Creating environments where BML feel genuinely valued requires intentional efforts to address campus climate, faculty bias, and representation in leadership and curriculum.

Despite the challenges described, my Learners demonstrated resilience and persistence. Their motivation was frequently rooted in family pride, future financial stability, and personal determination. Graduation was viewed not only as an academic milestone, but as a means of honoring family sacrifice and resisting structural barriers. It’s important to emphasize that resilience should not be the primary mechanism through which learners succeed. Reliance on individual perseverance without adequate institutional support perpetuates inequity and places an unfair burden on learners who are already navigating multiple forms of disadvantage.

Another important finding was the consistent lack of awareness or utilization of institutional support services. My Learners overwhelmingly reported that they relied on themselves, family members, teammates, or even me rather than campus resources. This shows that support services may be either insufficiently communicated, culturally misaligned, or perceived as not welcoming. Institutions have to examine not only what supports exist, but how they are delivered, who they are designed for, and whether learners feel safe accessing them.

All together, the findings of this interview project suggest that access to higher education alone isn’t sufficient for ensuring equity. Persistence and success for BML-LIFG learners require comprehensive, culturally responsive systems that address academic readiness, financial stability, sense of belonging, and mentorship. Institutions have to shift from older frameworks toward newer approaches that honor learner identity, experiences, and potential. Their experiences reveal both the persistence of systemic barriers and the resilience learners bring with them into college spaces. Meaningful change will require a sustained institutional commitment, accountability, and a willingness to reimagine support structures through an equity centered lens. Only then can colleges and universities move closer to providing BML-LIFG learners with the fair opportunities that they deserve.

Personal Reflection

This interview project was really personal for me; as a Black male who has navigated the bumpy road that is higher education and now works as an educator working primarily with BML-LIFG learners, listening to these responses from kids I have personally pushed and encouraged to go to college reinforced realities I have both lived and witnessed firsthand. The interviews validated the importance of mentorship, honesty, and advocacy. They also confirmed something that I already know, that there’s a problem.

Hearing my Learners talk about being hungry, frustration with the work load, and resilience reaffirmed my responsibility as an educator to continue pushing for systemic change. These Learners are not lacking motivation or ability, they’re navigating systems that were not built with them in mind. Their voices deserve to be heard, amplified, and acted upon.

This project reinforced the critical role that trust and authentic relationships play in supporting BML-LIFG learners. Because of my prior relationships, coaching and educating the Learners, they were willing to speak honestly about all of the things that are often minimized or left unspoken in formal institutional settings. Their honesty confirmed that when learners feel genuinely seen and supported, they are more likely to share experiences that can bring about meaningful change.

Partaking in this interview project deepened my awareness of the responsibility I carry as both an educator and an advocate. Hearing my Learners articulate the challenges that I myself once faced should make it impossible for anyone to view their struggles as isolated or individual shortcomings, but that’s not on them, that’s on institutions to learn. Their narratives highlighted systemic patterns that demand institutional accountability. In the future, I intend to continue engaging in research and practice that centers equity, affirms identity, and ensures that BML-LIFG learner are not merely retained, but fully supported and empowered to succeed.

References

Bryson, B., & Sheppard, W. (2021). Black male brilliance: Success of first-year Black men at historically Black colleges and universities. Journal of the First-Year Experience & Students in Transition, 33(1), 21–37.

https://www.ingentaconnect.com/contentone/fyesit/fyesit/2021/00000033/00000001/art00001

Cocco, A. R., & Grosbach, A. (2024). An exploration of factors impacting first-generation college athlete retention at small colleges and universities. Journal of Issues in Intercollegiate Athletics, 17, 1–23.

https://cic.edu/wp-content/uploads/2024/12/0106_Data-and-Presidential-Decision-Making-on-Athletics-First-Generation-College-Athlete-Retention.pdf

Perez, R. J., Bettencourt, G. M., Hypolite, L. I., & Hallett, R. E. (2022). The tensions of teaching low-income students to perform professionalism. Journal of Diversity in Higher Education. Advance online publication.
https://doi.org/10.1037/dhe0000402

Stebleton, M. J., Soria, K. M., & Huesman, R. L., Jr. (2017). The activities, roles, and relationships of successful first-generation college students. Journal of College Student Development, 58(1), 1–20.
https://doi.org/10.1353/csd.2017.0001

Thornhill, C. W. (2023). Factors of college involvement and belonging for first-generation students of color. Equity & Excellence in Education, 56(1), 1–15.
https://doi.org/10.1080/10665684.2022.2141973

Appendix

Interview Questions

Learner 1

1. Can you tell me about your background and what led you to attend college?

My background? I’m the best hooper from our school, the best we’ve ever had, you know that coach, there was no doubt that I would be the next best college hooper. I’m from Newark, it’s my mom, my brother, and me. I’m the first one that has been to college, my brother would have went and played football but you know what happened with him, I don’t want to talk about that. He’s doing good though, he told me to tell you what’s up coach. 

2. As a BML-LIFG, how would you describe your overall college experience so far?

I think that college is fun. The best part to me is staying on campus. There’s a lot of distractions, a lot of girls, but I try to remember what you said and make sure I’m not ineligible to play. The work is really annoying, we have too many papers, there’s too many assignments. But I do what you said coach, I get everything done before it’s due. It’s not easy though.

3. What were some of the biggest challenges you faced when transitioning from high school to college?

Being away from home was a challenge at first, I was nervous because my mom was alone with my brother still being away. We never left her alone before. That’s all I thought about for the first semester, even before basketball. But I know I have to live my life, it’s just difficult to not worry about my mom. But school is much harder, that’s the biggest challenge.

4. How prepared did you feel academically when you first started college?

Not at all. 

5. Have financial problems affected your college experience? If so, in what ways?

I’m broke as a joke, send me some money coach, I need some VC for NBA2k. Me and my teammates try to look out for each other, but it’s hard to move around with no money. We can’t get food if the cafe is closed. Subway is right there, but they tax with the sandwiches. But I’m still happy to be living at school, it’s nothing new.

6. Can you describe your sense of belonging on campus?

I don’t feel like I don’t belong, but I don’t feel like I belong either. I don’t feel anything, I just want to hoop.

7. What types of support (academic, social, emotional, or financial) have been most helpful to you?

We have study hall sometimes, that’s helpful, but I don’t think we have any other kind of support. I just try to handle my business like you taught me coach.

8. Are there supports you feel are missing or difficult to access?

There should be money for us, or the café should be 24 hours. Unlimited swipes. We can’t eat, that’s not right.

9. How have relationships with faculty, coaches, or staff influenced your experience?

I like my coach, he is cool. A lot of the professors don’t care, that’s crazy, you told us it would be like that. I don’t let anybody affect my experience though. It is what it is.

10. What role do peers or learner organizations play in your persistence and motivation?

I want to be the best, that motivates me on the court, and I want to graduate from here. I really want to graduate, I want that car you have coach. I don’t think my peers motivate me, not besides my teammates.

11. Have you ever considered leaving college? If so, what factors contributed to those thoughts?

Only in the beginning, when I didn’t want to leave my mom alone. But other than that no way.

12. What keeps you motivated to continue and persist toward graduation?

I want to make everybody proud of me. I know you say you’re proud of me coach, but I want to really make you and everybody proud by graduating. 

13. How does your identity as a Black male shape how you navigate college?

There’s some racist people here, I think these professors are racist. They really don’t care. I know they’re doing their jobs but it’s nasty work. I try to ignore it though and just do what I need to do, control what I can control.

14. What advice would you give to colleges trying to better support learners like you?

Give us unlimited swipes. That’s some advice. And give us less assignments.

15. What advice would you give to other BML-LIFG learners entering college?

Just do your work early, that’s the key. And don’t think about what’s going on at home, you’ll never be able to focus if you do. You can go home on thanksgiving, but you have to lock in so you can graduate.

Learner 2

1. Can you tell me about your background and what led you to attend college?

I’m from Bradley Courts, I’m proud to be from the Courts too. The projects raised me. Me and my mom had each other, and I’m making something of myself. I’m in college to better my future. I’m going to do it too coach, I’m doing it.

2. As a BML-LIFG, how would you describe your overall college experience so far?

College is straight. I think the work is hard, but it’s nothing I can do but do the work. We can’t hoop either if we fail off. I think about home, you know they tore the Courts down last month. My mom is with my aunt now, that bothers me. But I think my experience is just normal so far, not too bad, not too good.

3. What were some of the biggest challenges you faced when transitioning from high school to college?

All this work coach, it’s too much.

4. How prepared did you feel academically when you first started college?

We did not get prepared for this much work coach.

5. Have financial problems affected your college experience? If so, in what ways?

Hell yeah coach. We don’t have any money for food. Hungry nights coach.

6. Can you describe your sense of belonging on campus?

Coach I think if I didn’t hoop, they would not like me on campus. Some of these people here in Kansas do not like black men with dreads. They look shook on campus sometimes. When they know you hoop they show you love though.

7. What types of support (academic, social, emotional, or financial) have been most helpful to you?

I think the support from home is the most helpful, from people like you and Walker coach. There isn’t support here.

8. Are there supports you feel are missing or difficult to access?

There are no supports coach.

9. How have relationships with faculty, coaches, or staff influenced your experience?

I have a good relationship with my coach, but I don’t like my advisor. He’s an asshole coach.

10. What role do peers or learner organizations play in your persistence and motivation?

If my teammates are my peers than they motivate me, but I think my biggest motivation is myself. My future. I have to buy back Bradley Courts. I have to be rich.

11. Have you ever considered leaving college? If so, what factors contributed to those thoughts?

Never. I have to graduate, I need this money.

12. What keeps you motivated to continue and persist toward graduation?

Money. My future.

13. How does your identity as a Black male shape how you navigate college?

They don’t even treat me like I exist here, they’re afraid of me or something. But I can’t focus on that, I have bigger things to worry about like all this work.

14. What advice would you give to colleges trying to better support learners like you?

Don’t be afraid of the students at your school. And to give us less work.

15. What advice would you give to other BML-LIFG learners entering college?

Just do what you have to do. Do all of your work early. Get it out of the way.

Learner 3

1. Can you tell me about your background and what led you to attend college?

Coach you know me already. My uncle wants me to be great, I had to attend college. I  an hoop too.

2. As a BML-LIFG, how would you describe your overall college experience so far?

It’s fun on campus, coach the white girls love me. It’s some people that don’t like me but I’m having fun.

3. What were some of the biggest challenges you faced when transitioning from high school to college?

It’s too much work coach! What’s wrong with these people?

4. How prepared did you feel academically when you first started college?

Coach it’s too much, you told us it was real. We should’ve had 4.0 gpas in high school.

5. Have financial problems affected your college experience? If so, in what ways?

My uncle sends me money on cash app sometimes, but it’s crazy how they don’t let us in the café late. We broke.

6. Can you describe your sense of belonging on campus?

They love me on campus, I’m him coach.

7. What types of support (academic, social, emotional, or financial) have been most helpful to you?

I think the things you told us and tell us are the biggest support coach. There aren’t supports on campus besides the girls I know that help me with my work.

8. Are there supports you feel are missing or difficult to access?

There aren’t any supports coach.

9. How have relationships with faculty, coaches, or staff influenced your experience?

I don’t like my coach, I want to transfer coach.

10. What role do peers or learner organizations play in your persistence and motivation?

I’m my own motivation coach, my uncle, you, y’all motivate me too.

11. Have you ever considered leaving college? If so, what factors contributed to those thoughts?

Yes, I hate my coach, I want to leave coach. I want to go to another school. If I don’t I don’t know if I can stay here. But I know you want me to finish, my uncle won’t let me come home if I didn’t.

12. What keeps you motivated to continue and persist toward graduation?

I just want to hoop. I have to stay off academic probation. And just to say I did it.

13. How does your identity as a Black male shape how you navigate college?

I’m always going to be me, unapologetically black. There’s some people that don’t like it, but I don’t care.

14. What advice would you give to colleges trying to better support learners like you?

Stop giving us so much work!

15. What advice would you give to other BML-LIFG learners entering college?

To hoop! And to do your work first and foremost, and don’t pay the haters any mind.