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

Beamon, Krystal; Bell, Patricia

doi:10.1016/j.soscij.2006.04.009

Cited by 56 publications

(49 citation statements)

References 19 publications

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“…As Harper et al (2013) point out, this gross decline continues today. The intention of these statistics is to establish the intentional and intensive socialization of Black men into sports (Beamon & Bell, 2006).…”

Section: Background and Contextmentioning

confidence: 99%

Who is Whistling Vivaldi? How Black football players engage with stereotype threats in college

Griffin

2016

International Journal of Qualitative Studies in Education

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Who is Whistling Vivaldi?: How Black Football Players Engage with Stereotype Threats in CollegeWhitney Nicole Griffin Chair of the Supervisory Committee:Professor Clayton Cook Educational PsychologyResearch has shown that the threat of negative stereotypes can have pernicious effects on the decision-making thoughts and behaviors for those who are targets (Steele, 2011). When college students and professors subscribe to stereotypes that student-athletes enter college based solely on their physical abilities rather than their academic and intellectual capabilities, targets of the stereotypes may experience identity dissonance that exacerbates their decisions, behaviors, and ultimately their academic performance. In light of the impact of negative stereotypes on student-athlete performance, the purpose of this dissertation was to conduct a phenomenological, qualitative study that examined how Black male football players engage and cope with negative stereotypes at a predominantly White institution (PWI). Data was collected and analyzed from semi-structured interviews with 10 Black male football student-athletes employing grounded theory methodology to examine how they experience, are affected by, and respond to negative stereotypes.Empirical results elucidate various strategies employed to engage with stereotype threat.Thematic categories include responses that exacerbated, habituated to, or mitigated the stereotype encounter. The current study investigates the successful coping strategies Black football players currently use. Emergent themes gained from this inquiry helped the researcher 4 identify specific harbingers for interventions that would inculcate Black male student-athletes with tools to mitigate negative stereotypes that may undermine their performance in college and all areas of life. Implications are further discussed for postulating an institutionalized workshop series designed to teach effective coping mechanisms for all Black athletes.

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Section: Background and Contextmentioning

confidence: 99%

Who is Whistling Vivaldi? How Black football players engage with stereotype threats in college

Griffin

2016

International Journal of Qualitative Studies in Education

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Section: Introductionmentioning

confidence: 99%

“…If student athletes value their sport as the most viable means to economic success, they may tend to give the most eff ort, concentration and hope to sport (Beamon & Bell, 2006). Several studies have shown that athletic motivation and plans to play professionally detracts from academic success (Beamon & Bell, 2006;Gaston-Gayles, 2004;Lucas & Lovaglia, 2002). However, Pascarella, Truckenmiller, Nora, Terenzini, Edison, and Hagedorn (1999) reported that the negative cognitive consequences of intercollegiate athletic participation were limited to revenue-producing sports.…”

Section: Introductionmentioning

confidence: 99%

An analysis of Finnish skiing school students' academic education and athletic success

Romar¹

2012

Acta Gymnica

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BACKGROUND:Skiing boarding schools provide an opportunity to combine academic education and an athletic career. Many athletes select to go to a boarding school at an age of 16 because they have poor local training possibilities; however, this physical move away from home provides many challenges.OBJECTIVE: The purpose of this study was to analyze academic education and athletic success of skiing school students in Finland.METHODS: The participants were 49 students (15 girls and 34 boys) with an average age of 17 years. They came from three skiing boarding schools, two cross-country and one alpine school. Sixty percent of the alpine skiers were members of the junior national team while only six percent of the cross-country skiers. All participants completed a survey about study success and athletic performance. RESULTS:The results showed that 80% of the students extended their high school studies from three to four years. About 50% of all students were satisfi ed with their academic success. Fifty-four percent of alpine skiers and 15% of cross-country skiers indicated that their best athletic success were in international competitions. Almost all students perceived that skiing school helped by combining sport and school. However, only 40% of the alpine skiers and 62% of the cross-country skiers were satisfi ed with their present athletic success. Seventy-three percent of the alpine skiers felt that sport participation aff ected negatively their success in school. Success in sport, good training possibilities, skilled coaches and caring friends were reason for enjoying life in skiing boarding schools.CONCLUSIONS: These fi ndings support the concept of skiing schools and suggest that there are many things to consider when combining education and an athletic career.

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“…Because these athletes have graduated with their bachelor's degrees, it is problematic to saddle them with a label that obscures their academic accomplishments (Haslerig, 2013). Given the dominant images of both college athletes and Black men-and especially of Black male college athletes-as academically at-risk, unmotivated, and disengaged (Beamon & Bell, 2006;Benson, 2000;Jayakumar & Comeaux, 2016;Oseguera, 2010), the "fifth-year senior" label is particularly loaded and problematic. The phrase renders invisible an entire population of college athletes who contradict prevailing stereotypes, and instead reinforces the trope of the "dumb jock."…”

Section: What's In a Name?mentioning

confidence: 99%

Who or What Are Graduate(d) Student-Athletes?: Defining a Misunderstood Sub-population

Haslerig

2017

JHEAI

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After reading Columbus Dispatch's cover story "Battle of Brothers" about the upcoming collegiate football game in which my two youngest cousins-who are brothers-would face each other, I was annoyed. The article used the term "fifth year senior" to describe the elder brother, which struck me because it was juxtaposed with a description of his younger brother as a "thirdyear junior"-not only making a fifth year seem aberrant, but also transforming a purely athletic achievement (playing as a freshman) into a disingenuous testament to his academic progress. Yet, as a collegiate athlete under the purview of the NCAA, the elder brother was a "fifth-year senior" in his final year of eligibility despite having walked at graduation the year before, completing an internship, and starting coursework toward a graduate degree.

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

Cited by 56 publications

References 19 publications

Who is Whistling Vivaldi? How Black football players engage with stereotype threats in college

Who is Whistling Vivaldi? How Black football players engage with stereotype threats in college

An analysis of Finnish skiing school students' academic education and athletic success

Who or What Are Graduate(d) Student-Athletes?: Defining a Misunderstood Sub-population

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