Civic mindedness, a civic outcome, is often defined as knowledge and involvement resulting in action (Bringle & Steinberg, 2010). As an integral part of the development of civic identity, civic mindedness directly contributes to an individual's civic engagement (the process of deepening the knowledge, skills, values, and motivation of students to make a positive impact on their community). In order for predominately white institutions to determine best behaviors for culturally relevant civic co-circular programming further research is still needed for a deeper understanding of the civicmindedness in Black Indigenous People of Color (BIPOC) students. Thus the purpose of this improvement project was to utilize qualitative research (constructivist perspective) to understand how undergraduate BIPOC students at the University of Pittsburgh incorporate practices from their racial and cultural backgrounds with their co-curricular campus activities to conceptualize their civic mindedness. [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.]