The scope of this study examines the experiences of African American (AA) Black males as they navigate the college environment in the pursuit of a bachelor's degree. The main research questions asked: What is the campus climate of a selected CSU campus that has a critical mass of AA/Black males as they navigate the college environment in the pursuit of a bachelor's degree? To answer the main question, five sub-questions are examined: 1. What are the "institutional policies and practices" that hinder or promote the academic achievement of AA/Black male college students in the pursuit of a bachelor's degree? 2. What are the "campus climate conditions" that AA/Black male college students' experience that hinder or promote social or cultural support in the pursuit of a bachelor's degree? 3. What campus climate conditions contribute or hinder AA/Black male social and academic engagement in the pursuit of a bachelor's degree? 4. What "intrinsic motivators" contribute to or hinder the "social and academic engagement" of AA/Black males? and, 5. What "extrinsic motivators" contribute to or hinder the social and academic engagement AA/Black males?The study employed conversational qualitative research methods including practices grounded in critical andragogy, critical race theory and critical pedagogy, for the purpose of examining AA/Black college students' experiences in a selected California State University (CSU) campus that has a critical number of undergraduate AA/Black students and is representative of other CSU campuses. Case studies were developed based on conversational interviews and themes derived from content analyses, coding, re-coding, triangulation and member checking with eight research participants.The findings of the study provided experiences that both hinder or promote educational success for AA/Black college students as well as the educational options currently available to them. Nine significant themes emerged and identified as 1. Cultural Diminishment and Cultural Invisibility, 2. Socially Enabling Masking, 3. African American Acculturation and Power Relations, 4. Racial Microaggressions and Campus Climate, 5. Psychosocial Factors and Self-Perceptions, 6. Cultural Networking, 7. Resiliency, Stress and Fatigue, 8. Racial Homogenization and Debunking Racial Myths, and 9. Critical Motivational Revelations.The nine themes were expressed as positive dimensions that are helpful to AA/Black college students in dealing with the college campus climate, but also as negative dimensions that are harmful to them in dealing with the covert climate of the institution. The most dominant theme identified by the participants was cultural networking. This dominant theme was expressed as helping them to address racial microaggressions or covert aspects of campus climate. Of importance is the notion that cultural networking for the participants was driven by informal rather than formal support systems.Overall, findings have implications for understanding campus climate as perceived by AA/Black male experiences in one selected postsecondary public institution. The nine themes derived from eight qualitative case studies, point to both positive and negative dimensions that hinder or promote social inclusion and academic achievement for AA/Black college students attending culturally diverse, as well as predominantly White public Institutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]