Raising New Questions: Using Anti-Deficit Approaches to

Socialize Graduate Student Affairs Practitioners on

Fostering Student Success in Higher Education
Makana A. L. Agcaoili | David Pérez II, Ph.D. | Joe J. Palencia, M.Ed.

Monday, March 5, 2018

Liberty Ballroom A | Sheraton Philadelphia Downtown | 1:15 p.m - 2:05 p.m.

@makanaagcaoili @drdavidperezii @joejpalencia

Outcomes
● Explore the tenets of Harper’s (2010) anti-deficit achievement framework.

● Engage in critical dialogue about fostering the success of

underrepresented and underserved students in higher education

○ How do we measure student success?

○ What factors undermine the success of underrepresented college students?
○ Who is responsible for fostering student success in higher education?

● Develop a preliminary plan to advance research, policies, or practices

that increase student success.

@makanaagcaoili @drdavidperezii @joejpalencia

Literature Review
Deficit Thinking

● Blaming the victim

● Oppression
● Pseudoscience
● Temporal change
● Educability
● Heterodoxy

Student Success in Higher Education

● Researchers amplify deficits

● Practitioners overemphasize remediation
● Lack of institutional accountability

@makanaagcaoili @drdavidperezii @joejpalencia

Adapted Anti-Deficit Achievement Framework
Study Design
Critical [Participatory] Action Research Methods

M.S. and Ph.D. students in EDL 696

Data Collection & Data Analysis

● Reflection Papers
○ Measures of student success
○ Factors that undermine success
○ Responsibility for fostering student
success.

Trustworthiness

@makanaagcaoili @drdavidperezii @joejpalencia

 How Do We Measure Success?
Determination Engaged Learning
Social Capital
Resilience
Thriving Versus Surviving Community

Grades Engagement

Success Student Level Graduation Staff/Faculty

Future
Wellness
No Single Definition For Success
Complex Formula
Access To Resources

Degree Attainment
Finances Co-curricular Engagement

Success Institutional Level Holistic Development

Career Readiness

Self Authorship Aspiration

Institutional Mission
How Do We Measure Success?
“Two very different students: one with a 4.0 grade point average who does not participate in any co-curricular
activities and another student who is engaged in multiple co-curricular activities with a low grade point average.
Even though they have very different experiences, they both may view their collegiate careers as successful.”
-Desiree, RP1

“Similarly, when a student walks across the stage at the end of their time in college, they’ve won. If we only read
the headlines in the newspaper, these broad measures of success would be enough. But as educators who are
responsible for helping students round the bases, we must examine the entire college experience to understand
how we can improve the game for each player.” -Adam K, RP2

“In sum, student success is all students being able to see themselves and their interests reflected in campus
traditions, student organizations, leadership positions, and the classroom. It is when all students experience a
sense of true belonging and community membership. It is pushing back on a Eurocentric curriculum designed for
white, heterosexual, able-bodied, middle class men in order to promote a more inclusive and welcoming learning
environment. And finally, it is when institutions take their responsibility to demonstrate a true commitment to
diversity and inclusion seriously and strive to actively incorporate traditionally underrepresented students into all
aspects of campus life.“ -Samantha C, RP3

@makanaagcaoili @drdavidperezii @joejpalencia

 What Factors Undermine the Success of
Underrepresented College Students?
Unsupportive Staff
Institutional Barriers Homophobia

Social Identities Incongruent Definitions

Microaggressions
Dominant Ideology
Classism
Sexism Campus Climate Ableism

Trauma
The Game
Racism

Privilege
Systemic Barriers Deficit Mindset

Unsupportive Faculty
Bias Student Barriers
Genderism
Ineffective Environments Ageism
Lack Of Resources
What Factors Undermine the Success of
Underrepresented College Students?
“When I think about student success in higher education, the ability to understand that every
student is different is the first thing that comes to mind. Students success can vary based on
various backgrounds: sex, race, ethnicity, sexuality, and socioeconomic status.” -Gina, RP1

“the overall success of a student in higher education is largely determined by numerous variables.
College and university educators must begin to understand the myriad of sociological,
organizational, cultural, and psychological perspectives related to student success if they are to be
effective coaches.” -Adam, RP2
“For some, systemic challenges are a driving factor of the adversity that they face. For others, social
challenges are the crux of their obstacles. I still contend that while all of these factors (and many
others) are obstacles independently, more often than not, some challenges are compounded with
others, which presents students with multilayered challenges.” -Danielle, RP3

@makanaagcaoili @drdavidperezii @joejpalencia

 Who Is Responsible?

Campus Climate Faculty

Student Onus
Supervisors

Family

Student Affairs
Strategic Goals Institutional Mission
Staff
 Who Is Responsible?
“A large part of student success is setting and accomplishing reasonable goals (obtaining a degree etc.) for
oneself. For students, this requires self-understanding of what they want to pursue as well as access to the
necessary resources and support systems required to accomplish the goals they establish.” -Rachel, RP1

“I did not consider the responsibility an institution has to foster individual students’ pursuit of success, in
whatever form success takes for that student.” -Patrick, RP2

“It is essential to provide opportunities where students can benefit from all factors that contribute to student
success. My practice moving forward must be holistic and student centered. I must take an individualistic
approach and ask students to define success for themselves. As well, it is of upmost importance to ask
students what factors that contribute to student success most resonate with them. I must allow students to
direct their success and trust their insight on what they need to be successful.” -Kiaya, RP3

@makanaagcaoili @drdavidperezii @joejpalencia

Implications Research

● What additional data could you collect?

● How might disaggregating data
enhance the data analysis?

Policy

● How do we reward educators?

● How do you hold educators accountable?

Practice

● How do we orient new staff and faculty?

● What ongoing professional development
can we offer to educators?

@makanaagcaoili @drdavidperezii @joejpalencia

Questions & Comments

Makana A. L. Agcaoili
agcaoima@miamioh.edu

David Pérez II, Ph.D.

drperez@miamioh.edu

Joe J. Palencia, M.Ed.

palencjj@miamioh.edu

@makanaagcaoili @drdavidperezii @joejpalencia