A Phenomenological Variant Ecological Systems Theory Approach for Exploring Racial Stress, and Campus Engagement Among Black Male College Students.

This article examines how Black male undergraduate students at a predominantly White public research university navigate racialized stressors, racial-ethnic identity, and campus engagement through the lens of Phenomenological Variant Ecological Systems Theory (PVEST). Based on qualitative data from 31 Black male students, the study explores how their self-appraisals, coping strategies, and participation in campus programs influence their sense of belonging and perceptions of institutional support. Findings reveal that students experience both support and marginalization, with some viewing university diversity initiatives as tokenistic, while others find community and affirmation through identity-based programs and faculty relationships. The study highlights the complexity of intersectional identities in shaping coping mechanisms and engagement, emphasizing the need for institutions to develop culturally responsive resources that address the multiple identities of Black male students to enhance persistence and well-being.