This study examined the personal-environment relationship from a social-cognitive perspective for black college students (N=90) at two southern, nearly all-white institutions. The study employed observational learning models in relations to academic and social integrated behaviors of black college students. The study postulated that the persistence or withdrawal of black students was influenced by cognitive processes. The data showed that the first level of black students' processes occurred more in academic settings than in social systems of the college. Students applied negative feedback in classes to other campus situations. Students also formed opinions of white students from academic experiences which made it difficult for the black students to believe that blacks were not intruders in the environment. These negative experiences affected the perception of the college. The presence of black faculty models provided positive feedback mechanisms for the black students. Finally, the students concluded that the college environment was unsupportive to black students and was not a place of racial harmony. Surprisingly, many would not have attended another college if they had the resources. Included are 25 references. (JB)