Perceptions of Black Student Athletes About Academic Mentorship at a Predominantly White Institution in Higher Education

Abstract

The purpose of this study was to investigate and describe the mentorship experiences of Black student athletes attending undergraduate programs at a Predominantly White Institution in Higher Education (PWI-HE). The research site for this study was a co-educational public research institution (PWI-HE) with an approximate enrollment of 45,000 students. A total of six Black student athletes (five African American and one Jamaican) agreed to participate in this study. Four major interrelated and complex themes emerged from the data analyses. These themes were: (a) mentoring study habits and routines, (b) mentoring academic schedule and time management, (c) personal development within an isolated environment, and (d) family members’ support and encouragements. To better support Black student athletes at PWI-HEs, athletic department administrators, coaches, faculty, and all students should be encouraged to respect, value, and embrace the racial identities, origins, languages, and cultures of the student athletes that are being mentored.