In this qualitative study, I explored the college experiences of Black men attending two different Hispanic-Serving Institutions (HSIs). Using validation theory as this study's framework, I analyzed Black men's experiences in and perceptions of the campus environment and how their relationships contributed to their success. As they detailed their experiences, students identified (1) academic validations that helped propel their educational efforts, (2) engagement on campus (e.g., mentoring programs, student organizations) as a critical space for interpersonal validations, and (3) an institutional culture of support and relationships with faculty as important contributors to how they felt connected to the campus and believed they could thrive. Each of these also contributed to their retention. Additionally, the men also discussed invalidating experiences that included stereotyping and isolation, being profiled and disregarded, and racism that undermined their college efforts and successes. Implications for research and practice are provided.
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