The purpose of this study was to examine the support mechanisms of a college preparatory program known as TRIO at the University of Southern California. The focus was to identify the ways the TRIO summer program supports African American students’ ethnic and academic identities. African American students’ self-perceptions were analyzed using Garmezy’s (1983) theory of resiliency, Phinney’s (1989) theory of ethnic identity and Cross’s (1971, 1991) theory of Nigrescence. Since resiliency theory refers to the ways in which individuals overcome obstacles in stressful environments, African American participants from low-income backgrounds provided insight on the theoretical emphasis of this study. This naturalistic qualitative study included 15 African American high school participants and 15 staff members of the Upward Bound program. Semi-structured interview protocols were employed to conduct individual interviews in addition to observations and focus groups.

Findings substantiated the theoretical emphasis of external and internal protective factors as essential for the program’s implementation of effective strategies that support resilient African American participants. Findings also suggested that participants were provided with opportunities for engaging in reflections on their identities in their academic classes during the six-week summer TRIO program. College preparatory programs must continue to provide activities that promote social bonding and teach life skills while also providing rigorous coursework and high academic expectations to prepare students for success as they navigate through the educational pipeline that leads to college success.