Sule, V. ThandiYoung, Lawrence NealNidiffer, JanaBrown-El, Omar2026-03-032026-03-032025-01-01https://hdl.handle.net/10323/21887This study is a Critical Race and Hip-Hop counter-narrative examining the experiences of Black men with Hip-Hop identities who graduated from historically White institutions (HWIs). Grounded in a theoretical framework drawing upon Critical Race Theory (CRT), Hip-Hop Pedagogy (HHP), and Black Joy, this research explores the ways in which Hip-Hop cultural aesthetics may inform culturally relevant counter spaces that foster a sense of belonging and joy among Black men. By centering the lived experiences of fifteen Black men who graduated from midwestern HWIs, the study reveals how Hip-Hop culture offers a powerful tool for navigating racialized educational spaces and resisting systemic barriers by challenging deficit-based narratives and centering the cultural capital, creativity, and joy Black men bring to their collegiate experiences. Through a combination of semi-structured interviews, thematic analysis, and composite stories told in the form of a Hip-Hop Rap Cypher created in collaboration between the researcher and participants, this study centers the voices and lived experiences of Black men who identify as Hip-Hop practitioners or observers and have successfully persisted to degree completion at HWIs by centering their experiences of joy and resilience, rather than echoing oft repeated deficit based narratives. This study will contribute to the growing body of research on culturally relevant counter spaces and programming informed by Hip-Hop culture and emphasize the urgent need for HWIs to adopt practices that affirm Black men's identities while fostering a sense of belonging and providing opportunities for joyBlack JoyBlack Male CollegiansHip-HopHip-Hop SpacesHistorically White institutionsSense of Belonging