The path to a postsecondary education is often constrained by barriers that are systemic and debilitating for Black and Latino males who are low-income and the first in their families to attend college. Barriers such as poverty and lack of access to quality educational resources often have adverse effects on their postsecondary pursuits. These same barriers that adversely limit educational opportunity has the potential for Black and Latino males to form a permanent racial underclass in the United States. Despite such barriers, high-achieving Black and Latino males who are also the first in their families to attend college, not only persist, they excel academically. Their excelling academically in PWIs comes at a socio-emotional cost. These students contend with being minoritized, and assigned deficit and criminality in their learning spaces, especially at predominantly White postsecondary institutions. Many times, these students are rendered invisible, despite their PWIs championing diversity, equity, and inclusion. Using an asset-based framework, this study explores how several successful high-achieving Black and Latino males who are the first in their families to attend college operationalize their scholar identities to successfully traverse their predominantly White 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.]