An anti‐deficit achievement framework for research on students of color in STEM

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Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures (2018, background): “We assert that these research practices help investigators avoid research questions that “amplify minority student failure and deficits” (Harper, 2010, p. 64) and encourage researchers to instead pursue research questions that advance theory about the belonging and competence motivation of…”
Connection and Commitment: How Sense of Belonging and Classroom Community Influence Degree Persistence for African American Undergraduate Women. (2016, background): “Using an anti-deficit framework, Harper (2010) has shed light on how some African American male undergraduates persist in the face of disengagement, isolation, and microaggressions by classmates and instructors.”
#BlackGirlMagic: The identity conceptualization of Black women in undergraduate STEM education (2018, background): “Equally important, is the employment of antideficit orientations for exploring and understanding identity, an imperative that aligns with calls for using antideficit framings to research Black students in STEM (Harper, 2010).”