On average, college retention and completion rates are lower for Black students than their White peers at Predominantly White Institutions (PWIs). PWIs that utilize Early Alert/Warning Systems without inclusive processes may alienate African American/Black students, which could lead to attrition if these students ascribe negative meanings to the outreach. This study elevates Black student voices and seeks to understand how the Black American experience shapes Black students' identities, particularly those who receive institutional support and outreach, some of which is triggered by Early Alert/Early Warning (EA/EW) systems. Additionally, Black students at PWIs have a greater likelihood than their White peers of developing imposter syndrome, which is when an individual believes, despite actual abilities or evidence, that they are incompetent and do not belong (Corkindale, 2008). Learning the meanings that Black students attribute to institutional support and outreach sheds light on their college retention, persistence, and completion rates at PWIs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]