| Summary: | In this interpretative phenomenological analysis the researcher explored the lived experiences of high achieving community college students of African American and Hispanic\Latino descent some of which are enrolled in an honors college. The theoretical lens used to gain insight includes the malleable incremental theory of intelligence, which will give insight into how students' self-theory about their learning enable minority males to succeed academically. The research draws
on the data gathered from in-depth interviews with six African American and Hispanic\Latino students. The emergent themes produced by this study are (1) drive and self- understanding with confidence as a subordinate theme, (2) malleable incremental approach to learning, (3) positive response to challenge with feeling of no choice as a subordinate theme, (4) familial influence, and (5) success through engagement in extra-curricular activities. The study served as a step toward further
understanding of how some African American and Hispanic male students are achieving academic success. Considering the dearth of empirical literature in this area, findings hope to add to the current literature base. Findings from this interpretative phenomenological analysis suggest that honors colleges and the malleable incremental approach to learning can provide great benefits for African American and Hispanic male college students.
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