The purpose of this study was to determine if and when activism is a choice or a responsibility to understand identity-based activism and the impact it has on Black and African American students in higher education. Through a qualitative research approach, this study examined the experiences of six Black and African American students who participated in identity-based leadership and were enrolled in a single, private institution. The narrative research design of this study invited participants to share their perspectives in open-ended interviews. The study utilized Cross' (1971) Model of Black Identity Development and Tajfel's (1981) Social Identity Development Theory to provide a theoretical framework. Examining Black and African American students' perceptions of their role, predictors of identity-based activism, and the impact it has resulted in the emergence of three themes. The three themes were (a) defining an activist, (b) support for being an activist, and (c) personal meaning of activism. Furthermore, data analysis also resulted in the identification of sub-themes focusing on campus environment and interactions with faculty. This study's findings can benefit higher education institutions through providing strategies and informing practices to acknowledge and support Black and African American student activists. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]