The purpose of this study was to test a resiliency model of academic achievement among African American college students. Using Brofenbrenner's (1986) ecological model as a theoretical framework, it was expected that microsystem environmental factors (parental racial socialization and students' perceptions of campus climate) would predict the development of a strong racial identity (as defined by Cross's 1971 model of psychological Nigrescence), attributional processes and achievement motivation. Participants were 289 African American undergraduates attending Historically Black and Predominantly White institutions. The EQS program for structural equation analysis was used to test models resulting from the integration of hypotheses. Findings suggest that although campus environment may influence racial identity development, it is likely that racial identity attitudes obtained through parental socialization influence students' perceptions of the campus climate which in turn influence success-related attributions and subsequent academic achievement. Results are discussed in terms of factors promoting students' college adjustment, regardless of institution type.