Success in the Shadows: (Counter) Narratives of Achievement from Black Scholar Athletes at a Historically Black College/University

Abstract

The current study incorporated an anti-deficit achievement framework [Harper, S. R. (2012). Black male student success in higher education: A report from the National Black Male College Achievement Study. Philadelphia, PA: University of Pennsylvania, Center for the Study of Race and Equity in Education.] and a critical race methodology [Solórzano, D., & Yosso, T. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44] to examine the experiences and perceptions of achievement among Black scholar athletes at a Division I historically Black college/university (HBCU). Two focus group interviews and six in-depth individual interviews were conducted with eight Black scholar athletes. An eight-item demographic questionnaire was also administered to ascertain information about the participants’ personal backgrounds. Specific influences such as familial factors, college classroom experiences, out-of-class engagement in college, and enriching educational experiences in college were examined. The following emergent themes were identified: (a) “I Felt More Comfortable at a HBCU,” (b) “Here, They Do Care,” (c) “Being an Athlete has Kept Me Focused,” (d) “I'm Glad I Came Here,” and (e) “You Have to Want to Be Successful.” Implications for postsecondary institutions seeking to enhance the educational experiences for Black student athletes are discussed.