ABSTRACTAN ANTI-DEFICIT APPROACH TO UNDERSTANDING BACHELOR’S DEGREE ATTAINMENT AMONG AFRICAN AMERICANS AT A PREDOMINANTLY WHITE INSTITUTIONByQiana Perrean SmithThe percentage of African Americans who pursue bachelor’s degrees and graduate is dismal with less than 40% of the 2009 cohort earning a degree within six-years. For decades’ researchers have explored why a disproportionate number of minorities do not graduate. In this study, I take an anti-deficit approach to understandings bachelor’s degree attainment among African Americans at a predominantly White institution by looking to those who have graduated or are successfully persisting towards earning a degree. This research study is an interpretive qualitative design. Data was gathered through in-depth interviews with eight African Americans who earned a bachelor's degree or will soon earn their degree from a predominately White, Midwest institution. The data collected was used to identify themes that arose amongst the participants. The participants’ family, K through 16 experiences, and what they believe led to their success in earning a degree was examined. There were five primary themes that were salient amongst the participants in this study: self-efficacy, support, resilience, student group involvement, and engagement with faculty and staff. There were three additional themes that arose amongst at least half of them: precollege program participation, on-campus employment, and spiritual and/or religious participation. The study was conceptually guided by common factors that came out of selected research that took an anti-deficit approach to understanding academic success among minority students in college. The common factors identified in the research were precollege experiences, support systems, personal attributes, involvement, and engagement. The findings from this study are aligned with the research that conceptually guided it. The recommendations made for practice and suggestions for future research came out of the findings from the study.
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