Beating the Odds: A Phenomenological Study of the Non-cognitive Factors that Influence African American Males' Ability to Graduate with a Bachelor's Degree from Predominantly White Institutions

African American males have the lowest 4-year college graduation rates compared to other ethnic groups, including African American females; however, 35.2% of African American males persist and graduate with Bachelor Degrees in the United States (U.S. Department of Education, 2013). This phenomenological qualitative research study explored the non-cognitive factors that influenced African American males' ability to graduate with a Bachelor's Degree from predominantly White institutions. An anti-deficit framework was employed to explore the non-cognitive factors that influenced the participants' ability to persevere and graduate at predominantly White institutions.;The study was conducted in a Midwest state and focused on 16 African American males who were purposefully selected and graduated from private and/or public colleges and universities as traditional students, ages 18-26. Sixteen participants were interviewed using the phenomenological research design to garner their lived experiences, "in their own terms; in their own words" (Moustakas, 1994, p. 2). The research was guided by two overarching questions: What was your overall experience at a predominantly White college or university? and What non-cognitive factors influenced you to persist to graduation? The data was analyzed using the Nvivo 10 qualitative software tool for emergent themes, commonalities, descriptions, and phrases, using the Moustakas (1994) modified Van Kaam method of analysis.;The results of this study suggest that African American males who utilize their parents and family as social capital, build their social capital through supportive peers, organizations and clubs, and encounter culturally responsive faculty and staff, have a better chance at completing their Bachelor's Degree at predominantly White institutions. This study would benefit educational leaders and stake holders who are concerned with the low college graduation rates of African American males. This research would be helpful in understanding the non-cognitive factors that can influence African American males' ability to persist to graduation.