Despite a multitude of possible explanations for racial and ethnic group differences in collegiate achievement, scholars have continued to call for new research and theories to better explain this ongoing phenomenon. The purpose of this mixed methods study was to investigate the relationship between grit, racialized campus experiences, and college persistence (as measured by grade point average [GPA]) for high performing African American community college students in southeast Texas. Findings were informed by quantitative and qualitative data collected through survey research and semi-structured interviews. Quantitatively, a Pearson product-moment correlation coefficient indicated a weak negative correlation between grit and GPA, but the relationship failed to reach the level of statistical significance. Likewise, multiple regression analysis revealed non-significant moderation effects of campus racial climate on the relationship between grit and college persistence. Qualitative data provided insight into how participants managed to be successful in their academic pursuits despite the racialized negativity they encountered in academic spaces. While additional research is needed to clarify the relationship between grit, campus racial climate, and persistence, the alignment of quantitative and qualitative results provides implications for policymakers, researchers and practitioners with regard to the structural and systemic barriers that impact African American students both in and out of class. [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.]