Using Quant Crit analysis, Resilience Theory, and Critical Race Theory, this qualitative phenomenological study was designed to gather information to further understand the phenomena of racism and sexism. The study involved K-12 charter school administrators with at least three years of charter school administrative experience in central New York. Observers were tasked with administering a Likert scale survey, one on one interviews, and group interview discussions. Upon administration of study instruments observers would analyze responses summarizing key themes and primary sources, both contemporary and historical. A goal of this study, Improving Understanding of Institutional Racism and Sexism Affecting African American Males in K-12 Charter Schools, was to improve the understanding of the phenomena, of systematic racism and sexism, and how they affect African American males in two K-12 Charter Schools in Central New York. Racism and sexism have been organized, perpetuated, and facilitated through areas of individuals' activity socially and institutionally. This research reports responses to critical questions from school leadership administrators demonstrating Improving Understanding of Institutional Racism and Sexism Affecting African American Males in K-12 Charter Schools. This research aids in further comprehension of racism and sexism as phenomena, social and cultural implications onto the academic environment, and applicable programming to address the inequity from racism and sexism towards the success of the African American male.