The purpose of this qualitative descriptive study was to explore how Black male faculty in higher education describe their personal and professional processes to persist in their career in the southern part of the United States. As student diversity has improved, improving the diversity of the professoriate has been more elusive for higher education leaders. The theoretical foundation for the study is adapted from George Mason's Resilience Model to examine positive resilience factors such as meaning in life, positive emotions, social support, coping strategies, and physical well-being to persist in their career. The study furthers research of resilience factors of Black male higher education faculty to explore how they describe resilience in their career in academia. It is not known how Black male faculty in higher education describe their personal and professional process to persist in their career. Central research questions sought to address how Black male faculty describe their experiences in higher education that allow them to bounce back from occupational stressors and adverse events. The data sources included individual Zoom interviews with a sample of 13 and an online questionnaire with a sample of 33 Black male faculty members. The findings showed that Black male faculty leverage positive emotions, social supports, meaning in life, mentoring, and their faith as multifaceted mechanisms to support their personal and professional resilience. The overarching finding was that Black male higher education faculty use multifaceted approaches to building, maintaining, and leveraging their resilience to persist in their personal lives and careers. [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.]