A Qualitative Analysis of the Intersectional Socialization of NCAA Division I Student-Athletes Across Diverse Identities

Martha Serena Archer,Tony Weaver

doi:10.15763/issn.2376-5267.2020.1.8.1-33

Abstract

This research explores the socialization of NCAA Division I student-athletes through case study research methods to understand the influence of collegiate sport on interactions across intersectional identities. Grounded in academic theories relation to student-athlete socialization and intersectionality, this study addresses the following overarching question: What is the influence of athletic participation on the socialization of student-athletes? Interviews lasting 30-45 minutes were conducted with student-athletes (n=21) and athletic staff (n=4) associated with an NCAA Division I football program at a predominantly White institution (PWI) in the southern United States. Results suggested that the socialization of student athletes is complicated by their diverse, intersectional identities and oftentimes requires them to fall into perceived situational identities depending on the social setting.

Highlights

IntroductionResearch has shown that while participation in college athletics has the potential to increase personal and social development skills (Cunningham, 2007), the socialization of studentathletes is often hindered by their time-demands and struggles with dual-identity formation (Clayton et al, 2015; Edwards, 1984; Lee, 2015; Rubin, 2016)
Through semi-structured interviews, participants discussed an in-depth portrait of their socialization experiences in athletic, academic, and social settings
Three prominent themes emerged from the data. Participants suggested that their socialization patterns were largely impacted by the social behaviors they had learned through youth and early-college experiences

Summary

Introduction

Research has shown that while participation in college athletics has the potential to increase personal and social development skills (Cunningham, 2007), the socialization of studentathletes is often hindered by their time-demands and struggles with dual-identity formation (Clayton et al, 2015; Edwards, 1984; Lee, 2015; Rubin, 2016). This study uses qualitative research methodology to give a voice to student-athletes typically categorized only by demographic descriptors such as race, position, and background This mere quantitative and categorical classification disconnects student-athletes from society by reducing them to statistics and stereotypes (Melendez, 2008; Simiyu, 2012) rather than exemplifying them as young adults with a rich array of experiences, backgrounds, and opinions. An understanding of the student-athlete experience typified by primarily quantitative and statistical analyses—though useful for some surface-level demographic calculations—has the ability to perpetuate exploitation and mal-treatment (Beamon, 2008) For this reason, in part, sport researchers have identified a need for more qualitative research methods in the industry (Beamon, 2008; Sparkes & Smith, 2013). This research applies foundational theories and methods from sociology, higher education practices, gender studies, race theory, and intersectionality research to examine the influence of athletic participation on the socialization of student-athletes across intersectional identities

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Conclusion