American Male Student-athletes Research Articles

Becoming the “Ultimate Competitor”: African American Male Student Athletes’ Resolution for Academic Success in the Face of Adversity at NCAA Division I Predominantly White Institutions

This study investigated the academic experiences of nine African American male student athletes’ college experiences focusing on prior academic preparation and faculty expectations. Findings in this study illustrate significant heterogeneity and complexity among African American male student athletes, which challenges the current, over-simplified portrayal of their academic experience in higher education. Furthermore, this study highlights that facing racial stereotypes, African American student athletes found it essential to take charge of academic decisions (i.e. academic advising and facilitation of support services initiatives) and to build a team that supported their academic success.

“Eagles Don’t Fly with Sparrows”: Self-Determination Theory, African American Male Scholar-Athletes and Peer Group Influences on Motivation

The belief that African American students do not value high academic achievement (e.g., Fordham & Ogbu, 1986) is a common misperception being challenged by scholars (Cokley, 2003; Harper, 2006). To properly address this idea, researchers must attempt to understand the psychological nature of motivation among African American students and its subsequent effects on their academic performance (Cokley, 2003). While research examining the academic motivations of African American students is scarce, research specifically peering into the academic motivations of high-achieving African American male college athletes is almost non-existent. Therefore, the purpose of this study was to examine the academic motivation of high-achieving African American male college athletes, as well as to explore their academic experiences and the role of peers on their academic achievement. In doing so, a unique light is shed on the academic motivations of African American male college athletes, while also highlighting their achievements in an arena other than the playing field or court (Hodge et al., 2008).Literature ReviewMotivation and African American StudentsAccording to oppositional culture, African American students are not motivated to pursue academic excellence owing in part to the perception that doing so is to act (Fordham & Ogbu, 1986; Harris, 2006). Although this view is held by some, an emerging line of research is challenging the hypothesis by examining the motivation of academically driven African American students. In one of the few studies of its kind, Cokley (2003) challenged the anti-intellectual myth of African American students by examining their motivation toward academic achievement. Although Cokley (2003) found that African American students were indeed academically motivated, results indicated that African American males were less self-determined and experienced higher levels of amotivation than their female counterparts. In a similar study, Martin and colleagues (2010) explored the academic achievements of high-achieving African American male college athletes from four academically rigorous American universities on the West Coast. Among other themes, the researchers found that high-achieving African American male college athletes were driven to succeed academically by both internal (e.g., high self-standards) and external (e.g., negative social stereotypes about African American males) factors (Martin et al., 2010). Martin and associates (2010) defined high-achievement in their study by acknowledging those researchers and scholars who establish a 3.0 or higher grade point average (GPA) as a criterion for high academic achievement for African American students (Griffin, 2006; Guiffrida, 2004; Harper, 2008) and NCAA student-athlete recognition standards which establishes 3.0 as the baseline of high achievement. In the current study, the authors affirm that in the competitive sports of football and men's basketball a B- or higher is above average for all student-athletes from any ethnic background in these sports (see methods section for a more in-depth explanation of defining criteria for high-achieving African American male student-athletes at predominantly White institutions [PWIs] of higher learning).While useful in moving the conversation about the motivation of African American males, and specifically male student-athletes in the case of Martin and others' (2010) study, forward, the aforementioned research is limited in that these studies failed to examine the influence of peers on academic experiences. Including peer groups into an examination of African American academic experiences is critical as researchers have argued that African Americans, particularly African American males, devalue academic achievement owing, in part, to a fear of being socially ostracized and ridiculed by their peer group (Fordham & Ogbu, 1986). When investigating the academic motivations of African American students and student-athletes, it is imperative to highlight the influence of their peer groups. …

Successfully Navigating Life Transitions Among African American Male Student-Athletes: A Review and Examination of Constellation Mentoring as a Promising Strategy

Despite excellent performance on the field and years of academic and social attention, National Collegiate Athletic Association (NCAA) Division I African American male student-athletes continue to struggle to have an optimal and well-rounded college experience at predominantly White institutions of higher education. In particular, the first 2 years of college represent a difficult period during which this group would benefit from new ideas to support their multiple transitions. Mentoring, and more specifically constellation mentoring, provides great promise for aiding in the transition and success of this group (Kram, 1985). Mentoring, like other organizational transition management tools, focuses on helping people navigate a transition into a new setting (Noe, Hollenbeck, Gerhart, & Wright, 2010). However, constellation mentoring can be simultaneously broad (in terms of range of needs addressed) and specifically tailored to individual needs. This study seeks to establish a framework for how mentoring may provide a valuable tool for addressing the needs of African American male student-athletes as they transition into the college sport, social, and academic atmosphere.

Racism and Stereotyping on Campus: Experiences of African American Male Student-Athletes

Reported cases of racially charged occurrences continue on college campuses. With Blackface party incidents and noose hangings making news at numerous universities all over the country, African American students at predominantly White institutions (PWIs) may face challenges beyond the academic scope of tests, papers, and projects (Costello, 2010; Strausbaugh, 2006; Teaching Tolerance, 2002; Van Kerckhove, 2007; Wade, 2011). Facing and coping with racism has been identified as a risk factor and an impediment of achievement for African American students at PWIs (Feagin, Hernan, & Imani, 1996).Graduation rates of college students are the most tangible measures of student outcomes and success. By this measure, African American male college students are considered one of the most at risk students on campus, having the lowest graduation rates of any other demographic group (The Journal of Blacks in Higher Education, 2012). Similarly, as a faction of this group, African American male student-athletes' graduation rates are also of concern (Lapchick, 2010). In a recent longitudinal study of 76 universities in major Division I-A athletic conferences, only 50.2% of African American male student-athletes graduated within six years and 55.5% of African American men overall; this is in comparison to 66.9% of all student-athletes, 72.8% of undergraduate students overall (Harper, Williams, & Blackmon, 2013).Less than 4% of students at Division I universities are African American, while 61% of men's basketball players and 46% of football players are African American (Harper, Williams, & Blackmon, 2013; Lapchick, 2010). These statistics suggest that further study of African American male student-athletes is important because they comprise a substantial proportion of African American students on many college campuses. This study adds to the current body of literature by presenting a glimpse into experiences and possible risk factors of one of the most at-risk student groups on Division I campuses.Purpose of the StudyAfrican American male student-athletes have a unique experience on predominantly White college campuses (Anderson, 1996; Beamon, 2008). In addition to the isolation that many student-athletes often experience, African American male student-athletes must also contend with negative racial, gender, and athletic stereotypes. Due to the overrepresentation of African American males participating in collegiate and professional sports, it may appear that the athletic world is free from racial discrimination. However, racism and exploitation exist in several areas of college and professional sports. Examples are found in the lack of effort given to improve the educational success of African American student-athletes in comparison to their White counterparts, stacking African American athletes at skilled positions as opposed to thinking positions, the absence of African Americans in decision-making and leadership positions at universities and in professional leagues, labor exploitation, and even in the salaries and endorsement opportunities of professional athletes (Edwards, 2000; Eitzen, 2000; Hall, 2001; Hoberman, 1997; Kahn 1991). Student-athletes of color are said to face specific difficulties such as social and academic integration and racism (Person, Benson-Quaziena, & Rogers, 2001 ; Person & LeNoir, 1997).Scholarship exploring the experience of African Americans on predominantly white campuses has been presented by several researchers (Davis, 1995; Feagin & Sikes, 1995; Marcus et al., 2003; Smith, 2007; Thompson et al., 1990). However, this study fills a gap in the literature by acknowledging the uniqueness of high-profile African American male studentathletes' experiences. For the purposes of this study, high-profile is conceptualized as Division I athletes in revenue-generating sports such as men's basketball and football. College sports and sports history in general seems to be filled with stories and images of cultural pluralism, fairness, racial harmony, and color-blindness (Hylton, 2009); but what do the student-athletes themselves think? …

From the Gridiron to the Ivory Tower: A Case for Cultivating a Student Identity Development Curriculum for African American Male Student-Athletes

From the Gridiron to the Ivory Tower: A Case for Cultivating a Student Identity Development Curriculum for African American Male Student-Athletes

Race in Pads and Race in Class: An Examination of Identity and Perceptions of Stereotypes and Racial Discrimination among African American Male College Athletes

The state of African Americans in intercollegiate athletics is an issue that has caught the attention of scholars and researchers alike, with one of the most discussed topics revolving around stereotypes and racial discrimination in intercollegiate athletics (e.g., ; ). The current study examined the extent of stereotypes and racial discrimination experienced by African American male student-athletes (n = 168) at Division I predominately White institutions (PWIs). Furthermore, potential identity factors which might predict perceptions of stereotypes and racial discrimination were explored. Results indicated that participants report experiencing racial stereotyping in an academic setting, but racial discrimination was not as prevalent in an athletic setting. Moreover, the study found that the racial identity variables of centrality and the public regard were significant predictors of racial stereotypes and racial discrimination. Findings are discussed and contextualized within the larger body of literature examining the intercollegiate experiences of African American male student-athletes.

Establishing Priorities for Student-Athletes: Balancing Academics and Sports

The overachievement of African American male student-athletes in becoming 65% of the National Football League (NFL) and 78% of the National Basketball Association (NBA) does not offset the underachievement in graduation rates from college and admission to professional schools to earn doctorate degrees. Whereas the NFL and NBA selected 224 and 60 student-athletes respectively in the 2011 drafts, U.S. medical schools admitted 19,230 students in 2011 and African American males comprised only 2.3% (445) of the total. In addition, the NFL and NBA employed 1,696 and 450 professional athletes, respectively; however, the Bureau of Labor Statistics projects an increase in the number of U.S. physicians from 661,400 in 2008 to 805,000 in 2018. Imbalances between athletic skill building and academic skill building demonstrated by some African American male student-athletes should be considered an adolescent health risk behavior requiring intervention to affect changes in attitudes, knowledge, and skills.

Athletic Voices and Academic Victories: African American Male Student-Athlete Experiences in the Pac-Ten

The purpose of this study was to explore participants’ academic experiences and confidence about their academic achievement. Participants (N=27) consisted of high-achieving African American male student-athletes from four academically rigorous American universities in the Pac-Ten conference. Most of the participants competed in revenue-generating sports and were interviewed to obtain a deeper understanding of their successful academic experiences. Utilizing a phenomenological approach four major themes emerged: “I Had to Prove I’m Worthy,” “I’m a Perceived Threat to Society,” “It’s About Time Management,” and “It’s About Pride and Hard Work.” Stereotype threat and stereotype reactance are investigated in relation to findings. Recommendations for scholars practitioners that work with student-athletes are also articulated

Success Despite the Image

College athletics are at the forefront of higher education. Consequently, student-athletes are visible figures on campus. Given this visibility, coupled with the overwhelmingly negative characterizations of student-athletes, the objective of this paper is to examine the extent to which images (both positive and negative) affect a Black student-athlete's academic experience on campus. Utilizing Scheurich and Young's (1997) four levels of racism schema, the academic experiences of 17 successful Black student-athletes at Division I institutions on the West Coast are chronicled and analyzed. The participants were selected not only because of their success in their respective sport but more importantly, because they demonstrated success in the classroom. The primary research questions guiding the study are: How do academically successful African American male student-athletes experience and perceive their academic journey amidst negative characterizations? Can student-athletes' racialized incidences subsequently be classified according to the four levels of racism schema? While the participants were accomplished students, all had experienced attacks on their intellect from a variety of college personnel including faculty, academic counselors, classmates, and teammates; attacks they felt were consequences of the negative images of Black student-athletes and nothing they had personally created for themselves. The implications of these findings should be discussed among coaches, faculty, student affairs leaders, and others who frequently interact with student-athletes and are committed to creating more equitable educational environments for all students.

"It Takes a Village" for African American Male Scholar-Athletes

The purpose of this study was to explore the influences of mentors on African American male scholar-athlete success. Participants (N=27) consisted of high achieving African American male student-athletes from four academically rigorous American universities. Participants competed primarily in revenue-generating sports (i.e., men's basketball and football) and were interviewed to obtain a deeper understanding of the role various mentors play in relation to their academic success. By utilizing a phenomenological approach, three major themes emerged: <i>My Parents Always Had High Expectations, I Have Healthy Relationships With My Professors, and No Support From Coaches.</i> Mentorship theories and relevant literature are examined through the African American family influences on sport mobility (Oliver, 1980; Harris, 1994), faculty interaction with African American male student-athletes (Harrison, Comeaux & Plecha, 2006; Comeaux, & Harrison, 2007) and coaching role strain (Edwards, 1973; Coakley, 1994) and interpreted with the findings. Recommendations for faculty, student affairs professionals, athletic administrators and other stake-holders are suggested.

Athletic Voices and Academic Victories: African American Male Student-Athlete Experiences in the Pac-Ten

The purpose of this study was to explore participants’ academic experiences and confidence about their academic achievement. Participants ( N = 27) consisted of high-achieving African American male student—athletes from four academically rigorous American universities in the Pac-Ten conference. Most of the participants competed in revenue-generating sports and were interviewed to obtain a deeper understanding of their successful academic experiences. Utilizing a phenomenological approach four major themes emerged: “I Had to Prove I’m Worthy,” “I’m a Perceived Threat to Society,” “It’s About Time Management,” and “It’s About Pride and Hard Work.” Stereotype threat and stereotype reactance are investigated in relation to findings. Recommendations for scholars and practitioners that work with student-athletes are also articulated.

Using Identities to Explore Social Capital Differences Among White and African American Student Athletes

Research suggests African American male student-athletes tend to overemphasize their athlete role to the detriment of their academic performance (Harrison 2000). This article extends the literature by examining racial differences in the development of social capital among student-athletes. Results showed racial differences with White student-athletes reporting higher social network totals, trust, and overall social capital. Yet, no significant differences existed amongst student-athletes in either team social networks or team social capital. Results suggest African American athletes have developed a sense of reciprocity at the athletic team level, but this social capital does not extend beyond the sport team setting.

Academics versus athletics: An examination of the effects of background and socialization on African American male student athletes

It has been stated that popular culture's deluging society with images of African American males as athletes and entertainers is detrimental to the academic and social growth of this group. African American males are over-represented in the sports world, which has recently been attributed to the intentional and intensive socialization of African American into sports. The consequences that have emerged from this phenomena include an over identification with athletic achievement to the detriment of academic achievement. This study addresses the socialization process as an indicator of the overall success or failure of student athletes. This research is a case study of an entire football team at a major Division I University. The research questions were addressed by data collected through a questionnaire designed by the researchers. Several scales, tested for reliability and validity, were utilized to tap the relevant dimensions of the socialization process. Several interesting findings were yielded concerning the parental emphasis on athletics and the effects that emphasis has on academics.

Examining Productive Conceptions of Masculinities: Lessons Learned from Academically Driven African American Male Student-Athletes

Conceptions of masculinities among African American male student athletes are considered in this article. Grounded in the social constructivist perspective and guided by the phenomenological qualitative research tradition, individual interviews were conducted with 27 academically driven African American male student-athletes attending four Division I universities. Findings suggest that the participants embrace a wide range of productive gender-related attitudes and behaviors that are uncommon among male college student-athletes. Implications and recommendations are offered for coaches and university administrators charged with working with African American male student-athletes.

Goal Discrepancy in African American Male Student-Athletes' Unrealistic Expectations for Careers in Professional Sports

The present study investigated whether African American male college student-athletes unrealistically focus their career goals on professional athletics to the detriment of their academic pursuits. The study considered the professional athleticaspirations of 702 AfricanAmerican male student-athletesfrom42 NCAA Division I universities using the concept of goal discrepancy to identify individuals whose professional athletic aspirations were inconsistent with their current status asfirst team members of theirfootball or basketball programs. The results found only 5% of the sample to be goal discrepant and that among goal discrepant student-athletes, the majority were underclassmen. Institutional characteristics, such as intensity of the athletic program and segregation of athletes from nonathletic students, were stronger predictors of goal discrepancy than personal characteristics, such as socioeconomic status or precollege academic preparation. The results are discussed in relation to social policy that influences access to educational opportunity for African Americans.