Experiences of Black students at a large, predominantly White, border-state university that houses one of the few comprehensive Black Studies programs in the nation were examined. Previous research has shown that the level of Black identity development of Black college students varied from one higher educational institution to the next. Based on an analysis of student responses on "The Black Ideology Scale," those who enrolled in Black Studies courses felt less pressure to focus on extraneous issues (e.g., "stereotype threat," meeting expectations rooted in White cultural norms as embodied in the values and behaviors of White students and faculty) and were able to focus on their work and improve their academic performance. Results of the analysis also revealed a statistically significant relationship between identity development and increased persistence, i.e., students becoming more knowledgeable about themselves, their history and culture; and believing themselves to be equipped to succeed in an often hostile or indifferent environment. (Contains 2 footnotes and 5 tables.)