Much of the prior literature on Black men's persistence at predominately white institutions (PWIs) focuses on the various barriers (i.e., underrepresentation, anti-Black men discrimination) they encounter that negatively impact their degree completion efforts, as well as how these men use strategies, personal strengths, and resources to navigate these barriers (Allen, 2018; Brezinski et al., 2018; Brooms & Druery, 2023; Burt et al., 2018b). Less attention has been given to the role that higher education institutions, through college student affairs staff, can play in supporting and hindering Black men's persistence toward degree completion. The studies that have explored Black men's relationships with staff members suggest that these interactions can have positive effects on Black men's persistence. However, these studies have largely examined these interactions indirectly by either examining Black men's interactions with staff, along with faculty and/or peers or by studying the experiences of Black men who participate in targeted college support programs (i.e., Black men initiative programs) often organized by staff members (Palmer & Gasman; 2008; Strayhorn, 2008; Brooms, 2016). Thus, the purpose of this qualitative study was to directly explore Black men's interactions with student affairs staff members to begin to get a clearer sense of if, and how, these interactions may support or hinder Black men's persistence. This study was guided by critical constructivism (Kincheloe, 2005) and narrative inquiry (Clandinin & Caine, 2008). It was also informed by validation theory (Rendon, 1994), sense of belonging (Strayhorn, 2012), Community Cultural Wealth (Yosso, 2005), and Black misandry (Smith et al., 2007). I specifically conducted semi-structured conventional and photo elicitation (Glaw et al., 2017) interviews with undergraduate Black men to answer the following questions: 1. How do Black men make meaning of their experiences with gendered racism? 2. How do Black men make meaning of their interactions with student affairs staff members as they navigate gendered racism? Data sources included two interviews with students (one conventional and one photo-elicitation). Student data was enhanced by one conventional, informational interview with student affairs staff members recommended by students for the purpose of providing context. My analysis of student interviews highlights how Black men may not be receiving adequate support from student affairs staff to navigate gendered racism at PWIs. These findings also suggest that some staff members may be doing more harm than good towards Black men's navigation of gendered racism at these institutions. While a few students were able to identify validating (Rendon, 1994; Yosso, 2005) and/or supportive (Strayhorn, 2012) staff members, the men largely perceived their interactions with staff to be invalidating (Rendon, 1994; Yosso, 2005) and unsupportive (Strayhorn, 2012). Specifically, the men mostly described interactions with staff members who were dismissive towards them and their needs, unavailable for them when needed, and in some instances discriminatory. This study ends with implications for research, practice, and policy. [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.]