A review of the literature suggests that African-American and minority students bring a diverse culture to "traditional" college life. As a result, many institutions of higher learning have designed their student services, student-support programs, curricular, and extracurricular to meet the special nature and needs of its nontraditional students. An effective means of addressing minority student needs is to study the psychosocial factors related to their development. Those responsible for teaching and helping black students must create models of human and student development that take into account the unique needs and experiences that black students bring to the campus. Many "traditional" models fail to define factors that promote the black students' overall psychosocial development. Many adult development theories fail to acknowledge the cultural-race aspect of development. This study summarizes and discusses the conceptualized theories that are pertinent to the psychosocial development of culturally black adult students. The research studies of Gooden, Murray, Branch-Simpson, Clay, Jeffries, Ruffin, Bowman, Herbert, Simmons, Harris, McCrawley and Freeman, Littleton, and Jones are reviewed. These researchers have studied the issues and factors of psychosocial development among black adults and provided alternative models and theories addressing the development needs of black college students. (Contains 43 references.) (Author/EMK)