Since integration in the 1950s, the advancement of equality in education for African American students remains a challenging task as the mentality of the American culture continues to affect the racial and ethical stratification for justice and freedom for the African American. It has been 508 years since Juan Ponce de Leon arrived upon the shores of modern-day Florida with slaves from western Africa. And since the passing of those 508 years, equality for African Americans is still disproportionate on a large scale. Furthermore, directly contributing to the sub-par 21% of African Americans holding a bachelor's degree or higher. The purpose of this qualitative descriptive study is to explore the experiences of African American students who are confronted with negative preconceived notions about their culture. Furthermore, it documents the impact these experiences have on their schematization (self-schema, self-state, self-representation, and self-organization) and its effect on the outcome of their academic achievement. A questionnaire was completed by African American students who have first hand experience in higher education environments. The findings are analyzed using a thematic analysis by Braun and Clarke. This study intends to better understand the social context, cultural identity, and the psychological influences on academic achievement among African American learners. [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.]