Historically, special populations of students have had accelerated challenges during their pursuit for education (Russell, Toomey, Ryan, & Diaz, 2014). These accelerated challenges have included, communication barriers due to cultural differences, receiving harsher punishments than other students, and feeling out of place (Russell et al., 2014). African Americans and other ethnic minority students have been on the forefront of many of those challenges (Russell et al., 2014). Researchers seem to agree that not only Black students, but also all people of color tend to perceive predominantly White institutions (PWIs) as unaccommodating, and hostile (Mendenhall & Lewis, 2010). There are fewer than 200 historically Black colleges and universities (HBCUs) in the United States. Due to the limited number of HBCUs, many African American students will inevitably attend PWIs. In recent years, scholars have agreed that having a strong sense of ethnic identity could serve as a protective factor against negative psychological outcomes (Tynes, Umana-Taylor, Rose, & Lin, 2012). In the present study, Hypothesis 1 stated that increased levels of perceived discrimination would be related to decreased levels of academic motivation. Hypothesis 2 stated that higher levels of ethnic identity would moderate the relationship between perceived discrimination and academic motivation. The goal of the present study is to determine if ethnic identity can serve as a protective factor for Black college students at PWIs. The results from the present study did not support the stated hypotheses. Limitations for the present study as well as recommendations for 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/en-US/products/dissertations/individuals.shtml.]