This study examined whether racial identity attitudes, resilience, microaggressions experienced in one's academic program, and coping skills predicted academic resilience for African American/Black, single-parent mothers pursuing doctoral degrees. A mixed-methods approach, utilizing both quantitative and qualitative data, was used in this study to more fully understand the experiences of participants and the relationships among study variables. Study participants completing the quantitative survey were 128 women who identified as Black and/or African American, single parents, who were currently enrolled or have been enrolled in a doctoral program of any discipline within the past 18 months. Results of a stepwise multiple linear regression analysis identified immersion-emersion anti-White attitudes, resilience, and avoidance coping and approach coping to account for 39% of the variance in academic resilience, F (10, 115) = 9.13, p < 0.001. The strongest predictor of academic resilience was approach coping, which was statistically significant in a positive direction ([beta] = 0.41, t = 5.27, p < 0.001, CI = 0.35, 0.16). This result indicated that African American women in doctoral programs who used approach coping were more likely to have academic resilience. Resilience was the second strongest predictor of academic resilience ([beta] = 0.31, t = 3.87, p < 0.001, CI = 0.26, 0.08). The positive relationship indicated that African American women with higher scores for resilience were more likely to have academic resilience. Avoidance coping was a statistically significant predictor of academic resilience in a negative direction ([beta] = -0.25, t = -2.98, p = 0.003, CI = -0.06, -0.31). Higher scores for academic resilience were associated with lower scores for avoidant coping. The immersion-emersion anti-White subscale measuring Black racial identity attitudes was a statistically significant predictor of academic resilience in a negative direction ([beta] = -0.19, t = -2.36, p = 0.020, CI = -0.01, -0.12). This negative relationship indicated that African American women in doctoral programs who endorsed fewer anti-White attitudes were more likely to have higher academic resilience. The remaining scales were not statistically significant predictors of academic resilience. Extended case method was the qualitative research method utilized in this study. Three participants (i.e., one who completed a doctoral program, one who was currently enrolled in a doctoral program, and one who withdrew from her doctoral program) also completed a qualitative semi-structured interview after completing the quantitative portion of the study. The qualitative data provided textured descriptions of the quantitative variables as experienced in the lives of three African American/Black, single-parent women pursuing their doctoral education. Study results, clinical implications, and future research are discussed. [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.]