Abstract
This qualitative study explored the experiences of Black first-generation college students (BFGCS) that contribute to their retention at a historically white university. Existing research on this population is limited and often conflates their experiences with the broader category of students of color. Guided by Yosso’s (2005) Community Cultural Wealth framework, this study examined how students draw on cultural capital to navigate higher education. Analysis of 15 semi-structured interviews revealed three themes: (1) family as motivation and pressure, (2) cultivating belonging through identity and community, and (3) academic identity renegotiation. Findings show how BFGCS utilizes cultural wealth to persist and succeed.