This dissertation analyzed and evaluated a bridge and retention program which occurred on the Michigan State University (MSU) campus from the years of 1988 to 2006. This program is Summer University Program- Excellence Required, also known as SUPER. This research specifically sought to find out in which ways this program was able to retain African American students. African American students are entering college at rates higher than previously but they are still not graduating at rates similar to their white counterparts. The graduation rate for African Americans is 42 percent while it is 62 percent for whites. SUPER accepted incoming freshmen who had lower academic credentials, who had some experience of economic hardship and who were first generation college students. The program was able to retain its students at a similar rate as the average MSU student. After interviewing twelve African American students it was found that what SUPER was instilling in the participants was social capital. This conclusion was found using a phenomenological approach with grounded theory coding techniques. Social capital, for the purposes of this research, is the actualized utilization of social networks that allow students to engage and understand the culture on campus, thereby increasing opportunities for success. SUPER was able to give the participants resources that increased their social capital which many of them lacked. Under the core theme of social capital, it was found that there were ten major themes ranging from "The Peer Experience" to "Gifts from SUPER" which aided in the accumulation of social capital over the summer prior to freshman year and during freshman year. It was also found that SUPER created both academic and social integration for the participants, which literature states as essential in retaining students. Lastly, the concept of academic self-efficacy was recognized as another aspect to the framework of SUPER. Through confidence building participants were feeling more certain about their academic ability which promotes retention. With these findings the final chapter of this work recommends a bridge and retention program for underrepresented students. Retention programs are needed for African American students and this research shows why and it shows ways in which the program should work to provide academic success.
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